FLN English@Vijay Ak - 1

(i)
FIRST STEP
Foundational Literacy and Numeracy
ENGLISH
Teacher Handbook
Subject Experts & Editing

Sudha, Lavanya, Renuka
DIET, Neredmet DIET, Neredmet DIET, Neredmet
Coordinator
Smt. Tahseen Sultana, Prof.
SCERT, Telangana
Advisors
Smt. M. Radha Reddy, Director Smt. A. Sridevasena, IAS,
State Council of Educational Research Training, Director, School Education,
Hyderabad, Telangana Hyderabad, Telangana
Chief-Advisor
Smt. Vakati Karuna, I.A.S.,
Secretary, School Education,
Hyderabad, Telangana
State Council of Educational Research Training,

Hyderabad, Telangana
(i)
CONTENT DEVELOPERS
V. Latha Madhavi, K. Aishwarya Laxmi,

ZPHS, Zahirabad G.M.P.S, Narayanaguda, Hyderabad
R. Vasavi, V. Neeraja,
Govt. City Model High School, G.P.S., St. Peters, Himayath Nagar,
Chadarghat, Hyderabad. Hyderabad.
A. Venkata Ramanamma, Keshkashar Naaz,
UPS Indresham, Patancheru, GGCPS Challabazar, Charminar Mdl,
Sangareddy. Hyderabad.
N. Kalyani, B. Usha Sri,
MPPS, Noushiram Thanda, Gandhari Mdl, GCMPS, Chaderghat, Charminar Mdl,
Kamareddy.
Hyderabad.
K. Padmavathy, C. Sushma,
MPUPS, Mansanpally, Andole Mdl,
GCMPS, Chaderghat, Charminar Mdl,
Sangareddy.
Hyderabad.
G. Sridhar,
MPPS, Keli-B, Kerameri Mdl, G.M. Shailaja,
K.B. Asifabad. MPPS, Bonakollur, Bachannapet Mdl,
Jangaon.
M. Mounika,
G.P.S. C.P.L., Amberpet Mdl, Venkatesh Nyalam
Hyderabad. ZPHS Thandagal, Kathalapu Mdl,
Jagityal.
TECHNICAL SUPPORT
G. Sureshbabu,
State Lead, Central Square Foundation,
Hyderabad
T. Nandakishore, Consultant, B. Vishal Naidu, Consultant,

Central Square Foundation, Hyderabad Central Square Foundation, Hyderabad
Sriharsha
Programme Associate, Room to Read, Hyderabad
( ii )
PREFACE
Primary education is like the foundation of schooling. It paves the way for
the achievement of educational goals. Students will be able to achieve elementary
and higher level skills only when proper foundational linguistic skills are practiced at
the elementary level. Unfortunately, quality education in schooling has become
ambiguous over the past decade. Students are lagging behind at the primary level in
the acquisition of basic competencies and the gap keeps whidening throughout
schooling. The 2021 National Achievement results reveal that around 70% of students
are at minimum level or below in the language acquisition. It seriously affects the learning
of students.
In addition to this, the learning crisis caused by the Corona epidemic for two
years from March 2020 has brought many challenges to the school education. Considering
these circumstances, Department of School Education has decided to conduct 'Tholimettu/
First Step' program at the primary level in the state of Telangana in partnership with
'Central Square Foundation', a voluntary organization for improving basic linguistic &
numeric competencies to achieve class-wise learning outcomes in the academic year
2022-23.
Accordingly, the State Council of Educational Research and Training has prepared
model annual, unit / lesson plans and daily period plans for teachers, keeping in view
of their work load for classes 1 to 5. Utilizing these, the teachers are expected to make
the teaching and learning processes meaningful for their respective classes, and motivate
the children to participate actively to make their learning joyful.
Teachers can discuss these plans in school complex meetings, conduct

demonstration lessons and create new plans as per their need to gain more expertise
in their respective subjects. Based on those, teaching and learning processes can be
organized objectively in terms of planning in professional capacity development.
( iii )
The team members of 'Central Square Foundation' who participated in the
design of handbooks from the beginning of the 'Tholimettu' program till today are
acknowledged for their coordination and commendable work.
We believe that 'Tholimettu' program will be a milestone in the advancement of

quality education and all students will be able to achieve the learning outcomes prescribed
for their level.
Mrs. M. Radha Reddy,

Date: 26-06-2022
Director,
Place : Hyderabad. SCERT, Telangana, Hyderabad
( iv )
ACKNOWLEDGEMENTS
Samagra Shiksha, Telangana

♦ G. Ramesh
Additional Project Director, Samagra Shiksha, Telangana, Hyderabad.
♦ P. Rajeev
Joint Director, Samagra Shiksha, Telangana, Hyderabad.
♦ S.K. Tajbabu
Pedagogy Co-ordinator, Samagra Shiksha, Telangana, Hyderabad.
NGOs
♦ Jayasree Oja
Advisor, Central Square Foundation, New Delhi.
♦ Anustup Naik
Project Direcotor, Central Square Foundation, New Delhi.
♦ Dr. Parthajith Das
Project Direcotor, Central Square Foundation, New Delhi.
♦ Eswar Gokul Voolla

Project Consultant
♦ Shravya Mallavarapu
Project Consultant
♦ Debatri Sengupta
Project Manager
♦ Rituparna Raha
Project Manager
(v)
FIRST STEP
Foundational Literacy and Numeracy
ENGLISH
INDEX
1. Guidelines for Teachers 1
2. Class-1 2-50
3. Class-2 51-82
4. Class-3 83-146
5. Class-4 147-215
6. Class-5 216-256
( vi )
Classes I-V
English Teaching Plan
Guidelines for Teachers
• This module contains Month wise, Week wise and Day-wise Annual Plan for classes I-V along
with detailed period plans covering one Bridge activity (to be transacted in 5 periods) and one
unit ( to be transacted in 10-15 periods).
• All these plans are in alignment with our Discourse Oriented Pedagogy and aim at achieving the
specific learning outcomes prescribed for Classes I-V.
• A number of activities are suggested to make the classroom environment learner friendly. Teachers
are suggested to ensure the involvement of all the students in the classroom activities.
• The Annual plan is prepared for 28 weeks @ 5 days per week i.e for 140 days, giving a liberal
margin of almost 60 days for all celebration days, examinations and other activities.
• The TLM suggested can be easily procured by the teacher from his/her surroundings.
• Teachers are instructed to go through the plans beforehand and make necessary modifications
so as to suit to the specific needs of their individual classrooms.
• Further it is suggested that they keep the TLM ready before entering the classroom for effective
transaction of the classroom activities.
• It is hoped that by the time teachers complete the transaction of Unit -1 following the period
plans in this module they will be habituated to write and transact effective period plans for the
remaining units.
1
Class-1
Year Plan 2022- 2023
Class 1 - English
Total working days: 220 Effective Instruction Days: 140 (28 weeks @ 5 days per week)
List of LOs :
1. Listens in English and responds in home language to simple classroom instructions.
2. Uses formulaic expressions (greetings, requesting, sorry, thank you etc.
3. Listens and responds to simple conversations, descriptions and simple narrative.
4. Names the familiar objects in his/her immediate surroundings.
5. Recites simple poems/rhymes with actions.
6. Uses the words related to his/her daily routine and action words of daily life.
7. Recognizes the alphabet and reads a few words / short sentences with help of pictures and reads
them graphically.
8. Draws pictures and writes the letters of alphabet and a few words graphically.
9. Talks about self/situations/pictures/images in English/home language.
10. Writes simple words like a pen, bat, rat, bus etc.
11. Writes legibly his/her name, school name objects around him/her.
3
YEAR PLAN - 2022-2023
Class-1 Subject : English
Week 1-12 School Preparation Module is to be followed. This plan is from week 13.
Topic / Lesson based
Period/ Micro Suggestive
Month Week Unit / learning TLM
Day competences activities
Lesson outcomes
Sep 13 1 UNIT 1 Names familiar Association of Face sheet Textbook,

Ammu objects seen in pictures to words. (page 1) chart
and Her the pictures.
Family (Pg. 1)
2 UNIT 1 Listens and "Try to responds Face sheet Textbook
Ammu responds to orally in home (page 1)
and Her simple conversa- language/in english".
Family tions.
3 UNIT 1 Listens and "Try to responds Picture Textbook
Ammu responds to orally in home reading
and Her simple conversa- language/in english". (page 2, 3)
Family tions.
4 UNIT 1 Names familiar Identifies the family Picture Textbook,
Ammu objects. members. reading chart
and Her (page 2, 3)
Family
5 UNIT 1 Talks about the Listens to the narrative Role play Textbook,
Ammu picture. and responds. (page 4) chart
and Her
Family
Sep 14 6 UNIT 1 Listens and Picture Interaction. Narrative Textbook,
Ammu responds to (page 5) flash cards
and Her simple conversa-
Family tions.
7 UNIT 1 Listens and Simple conversation. Page 6 Textbook,
Ammu responds to flash cards
and Her simple conversa-
Family tions.
8 UNIT 1 Recites simple Reciting the rhyme. Page 7 Textbook,
Ammu rhyme with action
and Her actions. words
Family chart
4
Month Week Day Unit / learning TLM
competences activities
Lesson outcomes
9 UNIT 1 Talks about the Listens to the narra- Pages 8, 9 Textbook,

Ammu picture. tive and responds. chart
and Her
Family
10 UNIT 1 Writes Family Concept Map. Page 10 Textbook,
Ammu graphically. photos
and Her
Family
Sep 15 11 UNIT 1 Names familiar Identyfying the Activity in Textbook
Ammu objects seen in members of their page 11
and Her the pictures. family.
Family
12 UNIT 1 Draws pictures Drawing and associa- Drawing and Textbook,
Ammu and writes tion of pictures to colouring chart
and Her graphically. words. page 12
Family
13 UNIT 1 Draws pictures Drawing and associa- Page 13 Textbook
Ammu and writes tion of pictures to
and Her graphically. words.
Family
14 UNIT 1 Listens and re- Drawing and associa- Page 14 Textbook
Ammu sponds to simple tion of pictures to
and Her conversations, words.
Family descriptions and
naratives
15 UNIT 1 Draws pictures Association of Page 15 Textbook
Ammu and writes pictures to words.
and Her graphically.
Family
Oct 16 16 UNIT 1 Recites simple Adding lines the Page 16 Textbook
Ammu rhymes. rhyme.
and Her
Family
17 UNIT 1 Recognises the Read and copy. Page 17 Textbook
Ammu Alphabet and
and Her reads afew
Family words.
5
Lesson outcomes
18 UNIT 1 Recites simple Reciting the rhyme. Page 18 Textbook

Ammu rhymes.
and Her
Family
19 UNIT 2 Names familiar Picture Observation. Page 19 Textbook
Going to objects. Face Sheet
School
20 UNIT 2 Names familiar Picture Observation. Page 20, 21 Textbook
Going to objects.
School
Oct 17 21 UNIT 2 Names familiar Picture Observation. Page 20, 21 Textbook
Going to objects.
School
22 UNIT 2 Listens and re- Listens to the narra- Page 22 Textbook,
Going to sponds to simple tive and responds. chart
School conversations,
descriptions and
naratives.
23 UNIT 2 Recites simple Recites the given Sing the song Textbook,
Going to rhymes. rhyme. (page 23) chart
School
Going to and writes tion of pictures to Charts
School graphically. words.
25 UNIT 2 Names familar Vehicles Concept Page 25 Textbook,
Going to objects seen in Map. Charts
School the picture.
Oct 18 26 UNIT 2 Talks about self Listens to the narra- Page 26 Textbook,
Going to and situations. tive and responds. Role Play colours
School
27 UNIT 2 Names familar Association of Page 27 Textbook,
Going to objects seen in pictures to words. flash cards
School the picture.
28 UNIT 2 Talks about the Picture Interaction. Page 28 Textbook
Going to picture.
School
29 UNIT 2 Draws pictures Drawing and associa- Drawing and Textbook
Going to and writes tion of pictures to colouring
School graphically. words. page 29
6
Lesson outcomes
30 UNIT 2 Recites simple recites the given Sing the song Textbook
Going to rhymes. rhyme.
School
Nov 19 31 UNIT 2 Recognises the Read and copy. Page 31 Textbook,
Going to Alphabet and chart
School reads a few
words.
32 UNIT 2 Recognises the Recognising the Page 32 Textbook,
Going to Alphabet and Alphabet. chart
School reads a few
words.
33 UNIT 3 Listens in english Picture Observation Page 33 Textbook,
Ammu's and responds in and Colouring. Face Sheet chart
School home language.
34 UNIT 3 Talks about the Picture Observation. Page 34, 35 Textbook
Ammu's situation.
School
35 UNIT 3 Listen and Listens to the narra- Page 36, 37 Textbook
Ammu's responds to tive and responds.
School simple conversa-
tion.
Nov 20 36 UNIT 3 Listens in english Listens to the narra- Page 36, 37 Textbook
Ammu's and responds in tive and responds.
School home language.
Ammu's situation.
School
38 UNIT 3 Listen and Picture Interaction. Page 39 Textbook
Ammu's responds to
tion.
Ammu's situation.
School
40 UNIT 3 Listen and Listens to the narra- Page 41 Textbook
Ammu's responds to tive and responds.
tion.
7
Lesson outcomes
Nov 21 41 UNIT 3 Recites simple Recites the given Sing the song Textbook
Ammu's rhymes. rhyme. page 43
School
42 UNIT 3 Recites simple Adding lines to the Page 43 Textbook
Ammu's rhymes. rhyme.
School
43 UNIT 3 Listen and Association of Page 44 Textbook
Ammu's responds to pictures to words.
tion.
44 UNIT 3 Talks about the Listens to the narra- Page 45, 46 Textbook,
Ammu's situation. tive and responds. chart
School
Ammu's Alphabet and
School writes a few
words graphically
Dec 22 46 UNIT 3 Recites simple Recites the given Sing the song Textbook
Ammu's poems with rhyme.
School actions.
Ammu's Alphabet.
School
48 UNIT 3 Recognises the Matching the letters. Page 50 Textbook
Ammu's Alphabet.
School
49 UNIT 4 Listens in english Picture Observation Page 51 Textbook
Ammu and responds in and colouring. Face Sheet
and her home language.
Friends
at her
School
50 UNIT 4 Listens in english Picture Observation Page 52, 53 Textbook
Ammu and responds in and action words.
and her home language.
Friends
at her
School
8
Lesson outcomes
Dec 23 51 UNIT 4 Names familiar Listens to the narra- Page 54 Textbook,

Ammu objects seen in tive and responds. chart
and her the pictures.
Friends
at her
School
52 UNIT 4 Describes the Listens to the narra- Page 55 Textbook,
Ammu objects with one tive and responds. chart
and her or two words.
Friends Talk about the
at her picture.
School
53 UNIT 4 Listen and Listens to the narra- Page 56 Textbook
Ammu responds to tive and responds
and her simple conversa- and colouring.
Friends tion.
at her
School
54 UNIT 4 Draws pictures Colours Concept Page 57 Textbook
Ammu and writes Map.
and her graphically.
Friends
at her
School
55 UNIT 4 Read texts Reading. Page 58 Textbook
Ammu graphically.
and her
Friends
at her
School
Dec 24 56 UNIT 4 Recites simple Recites the given Sing the song Textbook,
Ammu poems with rhyme. page 59 chart
and her actions.
Friends
at her
School
57 UNIT 4 Write simple Ading lines. Page 60 Textbook,
Ammu words. chart
and her
Friends
at her
School
9
Lesson outcomes
58 UNIT 4 Writes words Parts of the body. Page 61 Textbook,

Ammu graphically. chart
and her
Friends
at her
School
59 UNIT 4 Listen and Listens to the narra- Page 62 Textbook,
Ammu responds to tive and responds. flash cards
and her simple conversa-
Friends tion.
at her
School
60 UNIT 4 Draws pictures Drawing and associa- Page 63 Textbook,
Ammu and writes few tion of pictures to colours
and her sentences graphi- words.
Friends cally.
at her
School
Dec 25 61 UNIT 4 Recites simple Recites the given Page 64 Textbook
Ammu poems with rhyme.
and her actions.
Friends
at her
School
62 UNIT 4 Sings song/rhyme Ading lines. Page 65 Textbook
Ammu with action and
and her adds lines to
Friends rhymes with
at her simple structure.
School
63 UNIT 4 Writes graphi- Action words Con- Page 66 Textbook,
Ammu cally. cept mapping. chart
and her
Friends
at her
School
64 UNIT 4 Recites simple Sing and Dance. Page 67 Textbook
Ammu poems with
and her actions.
Friends
at her
School
10
Lesson outcomes
65 UNIT 4 Recognises the Read and Copy. Page 68 Textbook

Ammu Alphabet.
and her
Friends
at her
School
Jan 26 66 UNIT 5 Names familiar Drawing and associa- Page 69 Textbook,
Things objects seen in tion of pictures to chart
I Do the pictures. words.
67 UNIT 5 Describes the Picture Interaction. Page 70, 71 Textbook,
Things objects with one chart
I Do or two words.
Talk about the
picture.
68 UNIT 5 Names familiar Listens to the narra- Page 72,73 Textbook,
Things objects seen in tive and responds. chart
I Do the pictures.
69 UNIT 5 Describes the Listens to the narra- Page 74 Textbook,
Things objects with one tive and responds. chart
I Do or two words.
Talk about the
picture.
70 UNIT 5 Recites simple Recites the given Page 75 Textbook,
Things poems with rhyme. chart
I Do actions.
Jan 27 71 UNIT 5 Sings song/rhyme Ading lines. Page 76 Textbook
Things with action and
I Do adds lines to
rhymes with
simple structure.
72 UNIT 5 Talks about the Roleplay Page 77 Textbook
Things situation.
I Do
73 UNIT 5 Listen and Understands and Page 78 Textbook
Things responds to Responds orally in
I Do simple conversa- English in simple
tion. sentences.
11
Lesson outcomes
74 UNIT 5 Listens in english Gives one word Page 79 Textbook

Things and responds in answers conversa-
I Do home language. tions.
Things and writes few tion of pictures to
I Do sentences graphi- words
cally.
Jan 28 76 UNIT 5 Sings song/rhyme Fun time with friends Page 81, 82 Textbook
Things with action and Attempts making
I Do adds lines to simple rhymes.
rhymes with
simple structure.
Things responds to tive and responds.
I Do simple conversa-
tion.
Things responds to tive and responds.
I Do simple conversa-
tion.
79 UNIT 5 Recites simple Sing and Dance. Page 87 Textbook
Things poems with
I Do actions.
80 UNIT 5 Recognises the Read and Copy. Page 88 Textbook
Things Alphabet and
I Do writes a few
words graphically
Feb 29 81 UNIT 5 Write simple Drawing and associa- Page 69 Textbook
Things words. tion of pictures to
I Do words.
82 UNIT 5 Write simple Picture Interaction. Page 70, 71 Textbook
Things words.
I Do
83 UNIT 5 Names the Listens to the narra- Page 72, 73 Textbook,
Things object seen in the tive and responds. chart
I Do picture.
12
Lesson outcomes
84 UNIT 5 Names the Listens to the narra- Page 74 textbook

Things object seen in the tive and responds. chart
I Do picture.
85 UNIT 5 Names the Recites the given Page 75 Textbook,
Things object seen in the rhyme. chart
I Do picture.
Feb 30 86 UNIT 5 Talks about Ading lines. Page 76 Textbook
Things situations.
I Do
87 UNIT 5 Talks about Roleplay. Page 77 Textbook
Things situations.
I Do
88 UNIT 5 Writes words Understands and Page 78 Textbook,
Things graphically. Responds orally in chart
I Do english in simple
sentences.
89 UNIT 5 Read familiar Gives one word Page 79 Textbook
Things words and writes answers conversa-
I Do graphically. tions.
Identify alphabet.
90 UNIT 5 Read familiar Drawing and associa- Page 80 Textbook,
Things words and writes tion of pictures to chart
I Do graphically. words.
Identify alphabet.
Feb 31 91 UNIT 5 Draws pictures Fun time with friends. Page 81, 82 Textbook,
Things and writes few Attempts making colours
I Do sentences graphi- simple rhymes.
cally.
92 UNIT 5 Draws pictures Listens to the narra- Page 83, 84 Textbook,
Things and writes few tive and responds. colours
I Do sentences graphi-
cally.
93 UNIT 5 Recites simple Listens to the narra- Page 85, 86 Textbook
Things poems with tive and responds.
I Do actions.
13
Lesson outcomes
94 UNIT 5 Sings song/rhyme Sing and Dance. Page 87 Textbook

I Do adds lines to
rhymes with
simple structure.
95 UNIT 5 Sings song/rhyme Read and Copy. Page 88 Textbook
I Do adds lines to
rhymes with
simple structure.
Feb 32 96 UNIT-6 Names the Picture observation. Face sheet Textbook,
At the object seen in the Talks about the (Pg-61) chart
zoo picture. pictures. Types of
games.
97 UNIT-6 Names the Rules of different Face sheet Textbook,

At the object seen in the games. Play time. (Pg-61) chart
zoo picture. Speak about indoor
and outdoor games.
98 UNIT-6 Listens in english Picture observation. Listening text Textbook,
At the and responds in Types of games. (Pg-62 ) chart
zoo home language. Objects used in
games. Knows about
games and sports.
99 UNIT-6 Talks about the Understands story. Listening text Textbook
At the situation. Responds orally. (Pg-100 )
zoo Responds in English
in simple sentences.
100 UNIT-6 Listen and Types of games. Listening text Textbook
At the responds to Team spirit. (Pg-100)
zoo simple conversa-
tion.
Mar 33 101 UNIT-6 Read texts with Identifies letters. Text reading Textbook
At the simple sentences. Names objects. (Pg. 63-65)
zoo
102 UNIT-6 Read texts with Identifies action Text reading Textbook
At the simple sentences. words. Expresss their (Pg-63-65)
zoo views on games.
14
Lesson outcomes
103 UNIT-6 Read texts with Learns new words. Text reading Textbook
At the simple sentences. Action words. (Pg-63-65)
zoo
104 UNIT-6 Read texts with Read simple texts. Text reading Textbook
At the simple sentences. Story telling. (Pg-63-65)
zoo
105 UNIT-6 Read texts with Read and retexts stry. Text reading Textbook
At the simple sentences. Reads unknow text. (pg-63-65)
zoo
Mar 34 106 UNIT-6 Writes words Writes one word Textual exer- Textbook
At the graphically. answers. Identifies cise (pg-66)
zoo correct answers.
107 UNIT-6 Writes words Spellings. Types of Write words Textbook,
At the graphically. games. (pg-67) chart
zoo
108 UNIT-6 Writes words Writes graphically. Write words Textbook,
At the graphically. Items used for (pg-67) chart
zoo games.
109 UNIT-6 Draws pictures Identifies the colours. Draw and Textbook,
At the and writes few Free hand drawing. write (pg-69) colours
zoo sentences graphi- Draws and colour for
cally. self expression.
110 UNIT-6 Talks about Identifies frist letter of Conversation Textbook
At the situations. colours. Spellings. (pg-70)
zoo
Mar 35 111 UNIT-6 Talks about Coversations. Team- Roleplay Textbook
At the situations. work. (pg-70)
zoo
112 UNIT-6 Describes the Knows about players. Project work Textbook,
At the persons in few Their acheivements. (pg-71) charts
zoo sentences.
113 UNIT-6 Describes the Write graphically. Project work Textbook,
At the persons in few Frames sentences. (pg-71) chart
zoo sentences.
114 UNIT-6 Recites simple Enact action words. Sing and Textbook
At the poems with Moves body accord- dance
zoo actions. ing to song. (pg-72)
15
Lesson outcomes
115 UNIT-6 Sings song/rhyme Creates their own Sing and Textbook
At the with action and lines. Enjoys singing damce
zoo adds lines to and dancing. Framing (pg-72)
rhymes with sentences using
simple structure. simple words.
Mar 36 116 UNIT 7 Names the Picture observations. Face sheet Textbook,
What's object seen in the Imagination. Names (pg-73) chart
my picture. the objects given in
Name? the picture. Identifies
the action words.
117 UNIT 7 Names the Identifies flowers, Face sheet Textbook,
What's object seen in the insects. Importances (pg-73) charts
my picture. of natures. Garden-
Name? ing. Colours.
118 UNIT 7 Listens in English Picture observations. Listening text Textbook,
What's and responds in Uses of flowers. (pg-74) chart
my home language. Coversations.
Name?
119 UNIT 7 Talks about the Understands story. Listening text Textbook
What's situation. Responds orally. (pg-100)
my Responds in English
Name? in simple sentences.
120 UNIT 7 Listen and Colours. Listening text Textbook
What's responds to About friendship. (pg-100)
my simple conversa-
Name? tion.
16
Class 1
Period Plan-1
Unit-I : Ammu and Her Family
Introduction : This unit is about a small girl, Ammu and her family. It aims at developing love for
animals and relationships. It also helps the learners to develop awareness in them for the need of
protecting animals. The story is intended to create empathy towards all living creatures. This unit
highlights not only the love and concern the little girl shows on the squirrel and on her family members
but also the importance of having a family and feels sorry for the squirrel when it misses its way.
Face Sheet (page-1)

Introduction and Motivation
Interactive Questions
l Good morning children. How are you?
l My name is ………………….. .
l Now one by one tell me your names.
l Have you brought your English textbooks?
l What do you see on the cover page?
l A monkey, a squirrel, birds and a girl.
l Don't you see the name of the book and the class?
l Where is your class on it?
l Do you know the name of this book?
l It is 'My English World".
Instructions to teachers
Elicit free responses at random.
Encourage the children who are reluctant to speak or comment.
Allow them to use their mother tongue
Invite the attention of the children to page 1 and interact in the following manner.
l What do you see on the page at the top?
l Are they same in all the pages? (let children go through the pages of the book)
l Say 'They are the page numbers'.
l Now point to the page no. 1 and say this is page 1.
17
l Where is the page number?
l Show me the page number.
l Do you know this number?
Activity-1 :
Teacher draws the attention of the children to the picture on the face sheet.
Interaction
l What do you see on the page?
l What is the girl doing?
l Who is she pointing to?
l Identify members of a family in the picture.
Allow them to answer in the languages they know.
Point out each person and say it in English.
Whenever you interact with children interact with them using their mother tongue.
Familiar words /Key words may be used in English.
Megaphone what children say in mother tongue in English and write these on the chart which
is displayed on the wall.
Chart-1
grandfather grandmother father mother daughter son
Activity-2 : Colour the Picture

Before colouring :
l What do you see in the picture?
l Do you like to colour the picture?
l Which colour would you like to use?
l Come on children let's colour the picture.
Elicit free responses.
Divide the class into groups.
Give crayons/ pencils to them.
Ensure that each member has a crayon.
18
Let children say their choice colour.
While colouring :
l Oh, you like green. That's nice.
l Reshma, which colour do you want?
While they are colouring the picture, move around the groups and continue interaction in the
same manner.
Let children share their crayons/ pencils with others.
19
Period Plan-2
Day-2
I. Greetings
II. Interaction
l Yesterday you coloured the picture on page -1.
l Have you all completed it?
l Open the book at page one all of you.
l Yesterday you did it in groups. Now sit in the same groups.
Activity-1 :
Make the children sit in groups and discuss the pictures they have coloured in the previous
class and select the best one by common agreement.
Appreciate the work done by the students as follows.
Interaction :
l You have done it very well.
l It's beautiful.
l Do you want to make any changes?
l What other colours would you like to use next time when you colour?
l Jyothi, What is the colour of the girl's frock?
l Mary, don't you have black colour? You have used red for the hair?
Activity-2 :
Ask each of the groups to display the selected picture in the previous activity and speak about
it.
Instructions to teachers on Continuous Comprehensive Evaluation (CCE) :
A. Evidences of following classroom processes
At this stage, we expect chart-1 containing familiar / key words (English) such as mother,
father, grandfather etc.… displayed on the wall.
Note : Find out a mechanism (for example, mounting the chart on the used sheet calendar) to
preserve the charts that are generated as a part of classroom transaction. These can be reused as
a reading material at a later point. Sometimes children might make their own entries in it in the form
of writing words, drawing, or mounting pictures on it.
20
B. Recording children's performance
Observe keenly how many children are able to interact using English words / fragments and
record their names in the assessment column of your lesson plan. You may also write any catching
expressions they may have made.
Please remember
Provide ample time to children to speak and participate in the process.
Interact with children in their mother tongue using familiar words in English. Ensure that the
Face sheet is coloured by all the children.
21
Period Plan-3
Day-3
Ammu, a little girl (pages 2 and 3)

I. Greetings
II. Preliminary Interaction
l Yesterday you coloured the picture on page one.
l Who are there in that picture?
l Do you want to know who that little girl is?
III. Open the book at page 2
Interaction:
l Do you see the page numbers on the top (pointing to page no 2)
l What is the page number ?
l Can you read it?
l Where is the page three?
Help children identify the page number every time you ask them to open the book.
Activity-1 :
Instructions to teachers on processing the picture :
Draw the attention of children to the picture given on page 2.
Let them talk about the people and the objects in the picture.
They may name the various objects.
Allow them to talk in the languages they know.
Interact in the following manner.
Help children identify the characters/ objects on the face sheet.
Interaction :
l Who are there in the picture?
l What else do you see in the picture?
l Is there any animal/bird/fruit in the picture?
l Where is it?
Link all the characters/ objects with the characters /objects on the face sheet.
22
There is a girl on page one. Where do you see her in this picture?
Are all those people seen in this picture?
Activity-2 :
Listening and responding to the narrative
Process
Make children sit in 'U' Shape and draw their attention towards listening in the following
manner.
l Look children! (pointing to the picture given in page '2')
l The girl is sitting in front of her grandmother. What's her grandmother doing?
l Do you want to know whose family is this? Listen to me carefully.
Interact with the children wherever there is scope for their free-responses.
Don't translate or explain the passage in mother tongue.
Presenting the Narrative :
Present the narrative keeping the following points in view.
Present the narrative at a moderate speed.
Don't mention the title of the narrative.
Use appropriate voice modulation.
Don't try to translate the highlighted sentences into mother tongue.
Use only the strategy of code-switching.
You needn't learn the narrative by heart. Use 'read, look-up and speak' strategy.
Shall we listen to Ammu's story? But who is Ammu? Look at this picture.
This is Ammu. She is a little girl like you. Then what could be her age? She
is six years old.
One day Ammu was sitting with her grandma in the veranda. Her
grandmother was platting her hair. Doggy, her pet puppy was sitting near
Ammu. Suddenly a baby squirrel came there. Ammu saw the baby squirrel.
Activity-3 :
Interaction after narrative
l Who is Ammu?
l Where is Ammu in the picture?
l What is the name of the dog?
l What did Ammu see?
23
Elicit free responses :
Announcement of the title : Tell the learners the title of the page, ' Ammu, a little girl'.
Activity-4 :
Reading :
1. Process
A) Display the chart
B) Individual reading
Ask questions in the following manner one by one to channelize their thoughts.
l Someone is sitting in the chair and reading newspaper. Who is he?
l Who is platting the girl's hair?
l What objects do you see under the tree?
Instructions to teachers :
Children may respond in their mother tongue.
You can put them in English and megaphone them.
Write the words one by one on a chart.
Write legibly on the chart allowing the children to see how you write.
Ask them to say the names of the pictures once again interacting in the following manner
Interaction :
l Where is the word 'father' in the chart?
l Where is it in your textbook? Where is 'tap' in the chart?
l Where is it in your textbook?
Invite their attention to the chart that was generated. Let them attempt reading the words on
the chart individually.
If some children need special help in reading you may interact with them and generate some
ideas that can be useful for reading:
E.g. : Can you identify the words on the chart on this page (father, mother, grandfather,
brother).
Go round the class and ensure children are reading the picture/words.
Activity-5 :
Collaborative reading and share ideas in groups
Divide children into groups in the following way :
Sit in groups. Shall we say numbers 1 to 4?
24
Help children to say numbers. Indicate places to sit in groups.
For example all one's here near the window. All twos go and sit in front of the table etc...
Encourage all children to sit in groups as you suggested.
Let them take turn and share what they were able to read and understand. Share only one
word at a time.
When one student is sharing let others locate the word in the picture and underline using a
pencil and read it.
When the first round of sharing is completed continue sharing the remaining words in the same
manner.
Finally they can share what they were not able to read.
You may move around groups and find out which group has problems with reading. Let these
be shared with the other groups in the following manner.
Group one has a problem with the word under the tree. Who can help them?
Group three needs help for reading the words on page 3. Please help them.
In this manner ensure that reading is happening collaboratively.
Activity-6 :
Reading by the teacher
Read the text aloud to help the children make better sense of the reading text (the story line
given on the page) with the help of pauses, stress, tone and pitch.
Ensure that you are making the text come alive through reading with emotions.
Activity-7 :
Loud reading (Random)
Ask a few children to read loudly.
25
Period Plan-4
Ammu and Bittu (page - 4)
I. Greeting
l Children, yesterday you listened to the story of a little girl.
l Do you remember her name?
l What's her name?
l What did she see near the tree?
l Do you want to know what Ammu will do?
III. Open the book
Open the book at page four. Help them to open the book at page 4 by pointing to the number
in the book in your hand. Draw attention of the children to the picture given on page 4.
Activity-1 :
Processing the picture :
Allow them to talk in the languages they know. You may interact in the following manner.
Interaction
(What's in the picture?)
l Look at the picture. What do you see in the picture?
l What is Doggy doing?
l Can you see Ammu in the picture? Does she look happy?
l She looks frightened, what could be the reason?
Elicit few responses at random and continue interaction.
l Look at the dog. It's not lying on the ground, what is it doing?
l Look at the picture of squirrel on page 2, it is coming down from the tree.
Invite the attention of the children on page 4.
l Now look at the picture on page number 4. What is it doing?
l Why is it climbing the tree?
26
Activity-2 :
Process
manner
Look children! (pointing to the picture given in page '4')
The squirrel is climbing the tree. The dog is chasing it. Ammu is looking frightened. Let's
see whether the dog catches the squirrel or not. Listen to the story carefully. I will tell you the story,
why Ammu is looking frightened.
Interact with the children wherever there is scope for their free-responses. Don't translate or
explain the passage in the mother tongue.
Presenting the narrative
"A baby squirrel!" Ammu said in joy. The baby squirrel looked
frightened. It was in search of something. It had lost its way.
Doggy looked at the baby squirrel and barked, 'Bow ...vow'. Doggy
jumped at the squirrel. The squirrel ran toward the tree. Doggy ran after it.
Ammu ran after Doggy.
Doggy was about to catch it. Ammu shouted, "Doggy, stop."
(Follow the process as suggested earlier)

Interaction
Doggy saw the baby squirrel. What did he do?
What did Doggy say?
Elicit responses "Bow…Bow…" and write it on the chart.
What did Ammu say to Doggy?
Elicit responses "Doggy stop".
Activity-3 :
Write the following expressions on the chart after eliciting.
Chart-2
(the dialogues on pg. 4)
You may also write any catching expressions they may have made in the assessment column
of your lesson plan.
27
Ex.: No, Doggy. 'Don't run.' 'Come back.'
Note the names of children who made striking responses.
Ex: Ramesh, Rohith, Martin could give the responses.
Note : It will not be possible to record assessment of all students after the listening text.
Record only when evidences are available.
Activity-4 :
Reading
i) Display Chart-2
Doggy : Bow, wow.

Ammu : Doggy, stop.
ii) Interaction
Ask children to say the names of the pictures.
What do you see near the tap?
What do you see on the stool?
l Write the words (butterfly, cup) on the chart as and when each word is elicited.
l Write legibly on the chart allowing the children to see how you write.
l Let them read the dialogues graphically.
l You read the words on the chart and in the textbook also
l Ask the children to look at the words on the chart and associate them with the words on
page 4.
Where is the word 'bolt' on the chart?
Where is it in your textbook?
Ask them to identify the other words on page 4
Activity-5 :
Follow the process of Individual reading and collaborative reading suggested earlier.
Activity-6 :
Reading by the teacher.
Activity-7 :
Loud reading.
Please Remember
l First reading should be individual reading.
l Give them enough time to read.
28
Period Plan-5
Bittu speaks (page - 5)
I. Greetings
What happened in the story yesterday?
Doggy saw the squirrel. He ran after the squirrel to catch it. What did Ammu say then?
Yes, Ammu said, " Stop.". Did Doggy stop?
Activity-1 :
Elicit free responses
Open the book
Ask them to open the book at page 5.
Help them to open the book at page 4 by pointing to the number in the book in your hand.
Ask,
l Can you say the number?
Processing the picture

They may name the various objects. Allow them to talk in the languages they know Interact in
the following manner.
Interaction (What's in the picture?)
l Did Doggy catch the squirrel?
l Where is the squirrel?
l What are Ammu and the Squirrel doing?
Activity-2 :
Process
manner.
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l Can a squirrel speak?
l Can you guess, what the squirrel is asking Ammu?
l What is Ammu saying to the squirrel?
Don't translate or explain the passage in the mother tongue
Activity-3 :
Doggy stopped and let the squirrel climb the tree. The squirrel sat on
the trunk of the tree. Ammu ran to the squirrel. Then something strange
happened. Do you know what it was? The squirrel said, "Thank you, dear."
Ammu was surprised.
She said, "Wow, you are speaking!"
"Yes, I can speak." "Aha!"
Ammu wanted to know its name. What would Ammu ask the squirrel?
Interaction (What do they say?)
l What will Ammu say to Bittu?
l What will Bittu say to Ammu?
Let children guess the exchange between Ammu and Bittu.

Give chance to two or three children to present their ideas.
They may do this in their mother tongue.
l When you want to know the name of someone, how will you ask?
Guess the name

lCan you guess the name of the squirrel?
Elicit a few responses.
"What's your name?" Do you know what the squirrel said?

"My name is Bittu. What's your name?"
Ammu said, "My name is Ammu."
Interaction
l What is the name of the squirrel?
l Are you not surprised to see a squirrel speaking?
l How did Ammu ask the squirrel's name?
l What did Bittu say?
Elicit free responses and write them on chart-3
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Activity-4 :
Role-Play
Process
a) Interaction questions based on the pictures on page 5.
l What is the name of the squirrel?
l Are you not surprised to see a squirrel speaking?
l How did Ammu ask the squirrel's name?
b) Writing on the chart.

Elicit the sentence' 'My name is Bittu' and write on the chart.
What did Bittu ask Ammu?
Elicit the sentence, "What is your name?' And write it on the chart.
How did Ammu tell her name?
Elicit the sentence, "My name is Ammu.' And write it on the chart
Write all the sentences on the same chart once again.
c) Role-playing
Put the children in pairs. Assign roles of these characters.
Let them plan the actions and the dialogues.
Ask three or four pairs to perform the role-play.
Call two children to the front.
Introduce them as Ammu and Bittu.
You may give masks of Ammu and Bittu.
Let them role-play the dialogues of Ammu and Bittu.
Activity-5 :
Reading
Individual reading
Let them read the dialogues graphically.
Ask them to say the names of the pictures.
Write the words on the chart as and when each word is elicited.
You read the words on the chart and in the textbook also.
Ask children to read.
31
Activity-6 :
Associating the words on the chart with the words on the textbook:
Ask the children to look at the words in the picture and associate them with the words written
on the chart in the following manner.
l Circle the words Ammu and Bittu in your book on page 5.
l Circle the word name.
l How many words are there in the sentence, 'what is your name?' How many times does
the word 'name' occur in the page?
Activity-7 :
Collaborative reading:
(follow the process suggested in the earlier pages.)
Please Remember
First reading should be individual reading.
Give them enough time to read.
Divide the learners into 4-5 member groups for sharing what they have understood about the
picture.
(Follow the process of individual reading, associating and collaborative reading as suggested
in the earlier pages.)
32
Period Plan-6
Bittu stays with Ammu (page- 6)
I. Greetings
(What happened in the story till now?)
On page -5 you have come across something special about the squirrel. What is it?
l Yes, the squirrel can speak. What is its name?
l How does Bittu say its name in English?
l My name is Bittu.
l Can you say your name in English?
l Bittu wanted to know Ammu's name. How did he ask?
l What was Ammu's reply?
l What else will they speak to each other?

Activity-1 :
Open the book
Ask,
l Can you say the number?
Processing the picture
Allow them to talk in the languages they know.
Interact in the following manner.
What's in the picture?
l Where was Bittu in page-5? Where is he now?
Is Bittu looking happy now?
33
Activity-2 :
Process
manner
l Ammu wanted to keep Bittu with her.
l What will Ammu say now?
l What is Ammu saying to the squirrel?
Don't translate or explain the passage in the mother tongue.
Ammu took Bittu in her hands. She stroke its back and patted it gently
on its back. Ammu wanted to know more about Bittu. She said, "Bittu where
is your house?" Bittu said, "It is very far from here?" "Then how did you
come here?" "I saw some men putting guava fruits in the boxes. I crawled
into a box to eat. Suddenly they closed the box. When the box was open
again, I found myself here."
"Then how will you go back?" Ammu asked. "I don't know." Ammu
felt sorry about the baby squirrel.
Interaction
(What happens next?)
l How did Ammu treat Bittu?
l What did Ammu ask Bittu first?
l Why did Ammu feel sorry about Bittu?
Narrative Contd.
"Poor Bittu! He is away from his home." She wanted to keep the
squirrel with her in her house. "Will you stay with me?" Bittu thought for
a while. Anyhow I don't know where to go. I will stay with Ammu only.
"Yes," said Bittu. He wanted to know who else were there in Ammu's
family.
So he asked, "Who are there in your family?"
34
Interaction
What do they say?
l Ammu wanted to keep Bittu with her.
l What will Ammu say now?
Let children guess the exchange between Ammu and Bittu.

Give chance to two or three children to present their ideas.
They may do this in their mother tongue.
Elicit a few responses.
Activity-3 :
Role-Play
Process of writing on the chart
Elicit the sentence' 'Will you stay with me?' and write on the chart.
What did Bittu ask Ammu?
Elicit the sentence, "Who are there in your family?' And write it on the chart.
Write all the sentences on the same chart once again.
Role-playing
Put the children in pairs. Assign roles of these characters.
Let them plan the actions and the dialogues.
Ask three or four pairs to perform the role-play.
Introduce them as Ammu and Bittu.
You may give masks of Ammu and Bittu.
Prepare lots with words- Ammu and Bittu on separate slips.
Let children take lots and form pairs of Ammu and Bittu.
Ask one or two pairs to present the dialogue.
They may do this in mother tongue.
Write the dialogues in English on a chart as follows.
Ammu: Will you stay with me?

Bittu: Yes, who are there in your family?

35
Activity-4 :
Reading
Individual reading
Let them read the dialogues graphically.
Ask them to say the names of the pictures.
Associating the words on the chart with the words on the textbook:
Ask the children to look at the words in the picture and associate them with the words written
on the chart in the following manner.
l Circle the words family and stay in your book on page 6.
l Circle the words you and your.
l Underline the words Ammu and Bittu.
l Search the above words in the chart, in this page and in the earlier pages.
l Where is butter fly in this page and where is it on page 4?
Activity-5 :
Collaborative reading:
(Follow the process suggested in the earlier pages.)
Please Remember
l First reading should be individual reading.
l Give them enough time to read.
l Divide the learners into 4-5 member groups for sharing what they have understood about the
picture.
(Follow the process of individual reading, associating and collaborative reading as suggested
in the earlier pages.)
36
Period Plan-7
Sing the song (Page-7)
I. Preliminary Interaction
(What happened in the story till now?)
Bittu wants to know who are there in Ammu's family.
What did he ask Ammu?
Let's see what Ammu says.
Activity-1 :
Open the book
Processing the picture Interaction-
What's in the picture?
l Who are these people?
l Where is grandmother sitting?
Activity-2 :
Process
Bittu has agreed to stay with Ammu. Ammu is happy now.

Ammu showed her family members to Bittu and started singing:
Interaction
l What is Ammu singing about?
l Why is she singing?
Activity-3 :
Sing the song
Process
- Ask the children stand in a circle
- Now recite the rhyme with action (twice)
- Ask the children to recite the rhyme after you (twice)
37
- Recite the rhyme together with action (twice)
- Ask some of the students come forward one by one and recite the rhyme with action
- Sing the first stanza of the rhyme with rhythm two or three times.
- Let the learners join you.
- Ask them to identify each line after listening to each of them. Reading
Write the rhyme 'Sing the song' legibly on a chart and display it in the classroom
Using a pointer, read the rhyme line by line (at least twice or thrice) -
Ask the children first identify the lines of the rhyme and then the key words in the following
manner.
Write the lines of one stanza on a chart.
Underline the words, grandmother, grandfather, chair, stool.
Interaction
l Where is grandmother sitting?
l Where is grandfather sitting?
l Circle the word 'sitting' in the page.
Sing the second stanza following the same process.
Let children sing without your help at the end.
Activity-4 :
Let's Compose Lines
Interaction
l Look at the chart. Read the first two lines.
l Ammu is singing about her grandmother.
l Who is she singing about in the next two lines?
Elicit the idea that Ammu is singing about her grandmother.
Who do you want to sing about?
Elicit responses at random from a few students.
Ammu's grandmother is sitting on a chair. What is your …………….. doing?
Ask them to think about someone in their family and sing two lines like this. Allow some of
them to sing before the whole class.
Write their sentences on a fresh chart.
Note : If you think some changes are necessary, interact with them and the whole class to elicit their
suggestions on the changes needed. Don't try to correct them and impose your lines on them.
Put them in groups. Let them think collectively and compose more lines like this.
38
Sit with each group and write the lines composed by the group on separate charts.
Let them read what has been written in the chart; they can read it because the lines are
theirs).
Display each chart on the wall and ask the groups to come forward, look at their chart and
sing the lines.
Point to Remember
l Make use of the same structure of the lines of the rhyme. Write the newly elicited lines
on the chart.
l Let children try adding lines individually.
l Put them in groups. Sit with groups and elicit more lines.
l Let the members of the group help each other in identifying the words in the rhyme.
l Let each member in each group say at least one line.
l Ask the groups to present the best lines they composed in their groups.
l Ask the groups to present their stanzas.
l Encourage the groups to sing their lines aloud.
l When groups are singing lines write them on the chart.
l Exhibit the rhyme composed by each group on a chart.
Interact with the groups by asking questions given at the bottom of the page.
39
Period Plan-8
Names of Ammu's family members (Pages - 8 & 9)
I. Greeting
l Children, Ammu sings about her family members.
l Who are there in Ammu's family?III.Open the book
l Open the book at page 8.
Then ask, "Where is the page 9?"
Activity-1 :
Processing picture
l Draw the attention of children to the picture given on page 8.
l Let them talk about the people in the picture.
l They may name them.
l Allow them to talk in the languages they know.
l Interact in the following manner.
Interaction
(What's in the picture?)
l Look at the picture.
l What do you see in the picture?
l Who are these people?
Activity-2 :
Interaction
(What happens next?)
Bittu wants to know their names.
(Ask the questions given at the bottom of the page)
l Listen to the story.
40
Bittu felt happy looking at Ammu's family. He wanted to know their

names. So he asked Ammu "What are the names of your family members."
(Follow the process as suggested in the earlier page)

l Do you want to know their names?
Activity-3 :
Reading
Let children identify the people on pages 8 and 9.
Tell the names of the people.
Ask,
l What is the name of Ammu's father?
l What is the name of Ammu's brother?
Write the names as they say on a chart. Ask them to say the names.
Ask the children to look at the words in the picture and associate them with the words
written on the chart.
Ask them to underline, father, mother, grandfather, grandmother, brother.
Write the sentences on the blackboard as follows
This is my ………………………
His name is …………………….
Now help them to read the sentences in the textbook.
Activity-4 :
Individual reading.
Activity-5 :
Collaborative reading.
(Follow the process of individual reading and collaborative reading as suggested in
the earlier pages.)
41
Period Plan-9
My Family members (Page-10 and 11)
I. Greeting
II. Preliminary Interaction :
l You know the family members of Ammu, don't you?
l Who are they?
The focus of this activity is to build up vocabulary related to family. Encourage

the students to say the words related to family. Allow them to say the words in
mother tongue. You can write them in English on chart paper and display it on the
wall so that children can see them and get familiarised with the graphs.
Activity-1 :
Concept mapping
You see members in your family. How do you call them? One is done for you.
(concept mapping) father.
Process
A. Do like this father
Paste a chart on the wall in the classroom - Draw
a circle. Write the theme, My Family in the circle and
say "I am writing only two members in my family." mother
My
Write the words father and mother and ask them, family
Who are there in your family?
l
l Who has grandfather?
l What do you call the sister of your father?
Allow them to say in their mother tongue.

Activity-2 :
Ask children to take page 10 of the textbook. Give the following directions.
l Think of your family members.
l Look at the chart and write the members of your family.
l You can copy the words from your textbook
Teacher may interact with them in the following manner.
l Salim is your father, isn't he?
l What's your uncle's name?
42
Activity-3 :
Make them sit in groups, discuss and say the words again.
Give charts to each group and ask them to write on the chart all the words they have written
on page 10.
The groups can present their product
Interact based on the charts :
Ex: Group 1 has written a word which is not there in group 2. What is it?
Group 3 has two words which we do not see in other charts. What are they?
Go back to the chart and write the remaining kinship words consolidated from the groups
through interaction.
Activity-4 :
Make them sit and complete the activity given in page 11 individually and discuss it in the
groups and take their feedback.
43
Period Plan-10
Pages 12 and 13 (My house and My Family)
Greeting
Interaction
Ammu asked Bittu to stay in her house. Do you think Bittu has a house? What could be the
Bittu's house?
Activity-1 :
I. Drawing
Draw the picture of a house step by step.
1) Can you guess what I am going to draw?
2) What is this?
Write 'a house' on the blackboard.
Say as you write.
3) What should I draw now for this house?
Yes, a door.
4) What else will I draw?
5) Do you know whose house is this?

Say 'This is my house.'
Write below the house as you say.
Let children draw the picture of their house in space given on page-13.
Ask them to colour their house.
Activity-2 :
Interaction
l This your house, isn't it?
l What is this in front of your house?
l Where is the door of your house?
44
l Wow, your house is very big.
l Oh, red roses! They are beautiful.
Let them display the best ones from each group.

You draw the picture of your house on the blackboard and write 'This is my house.' while
saying it aloud.
Let children write the word 'house' graphically in the space given.
Follow the same process for page-14.
45
Period Plan-11
Page-15 (Reading my name)
Greetings
Activity-1 :
You tell your name and write 'My name is …………' on a chart.
Ask children's names one by one write their names in English on the chart.
Read them aloud.
Let children identify their names and also the names of their friends.
Activity-2 :
Ask the names of the characters on the page.
Help them identify the first letter in name.
Then ask each child,
l What is your name?
Activity-3 :
lDraw your picture in the box.
Help them write their names.
Activity-4 :
Individual reading
Activity-5 :
Collaborative reading
(Follow the process of individual reading and collaborative reading as suggested in
the earlier pages.)
46
Period Plan-12
Sing and dance (Page-16)
Greetings
Activity-1 :
Spiralling the events
Bittu wants to learn a b c d……
He is asking everyone in the house.
He is enjoying learning a b c d …….
So, he is singing and dancing.
Would you also like to join him?
Activity-2 :
Process
Do as the following
- Write the rhyme 'Sing and dance….' legibly on a chart and hang it on the wall.
- Using a pointer, read the rhyme line by line (3 times)
Ask the children say after you.
Elicit randomly responses to the following questions
l Who is Bittu asking?
l What is he searching for?
l Where is 'A'?

Activity-3 :
Come on Let's sing and dance.
l Sing the first stanza of the rhyme with rhythm two or three times.
l Let the learners join you.
l Ask them to identify each line after listening to each of them.
l Write the lines of one stanza a chart.
Activity-4 :
Ask the children stand in circle
- Now recite the rhyme with action (twice)
- Let children recite after you with action as you do
- Sing and dance together (at least thrice)
After reciting the rhyme, interact in the following manner.
47
Interaction
l Underline the words - Amma, Ant and apple.
l Circle the first letter of these words.
l Is the letter same in all these words? Tell them,
l It is the letter, 'A'
Activity-5 :
Let's Compose Lines
Adding lines to the rhyme
Ask children to add more lines. (You can give them hints)
Sing the first stanza of the song once again.
Underline the words - Ant and apple.
Ask them to think of another word for each underlined word to complete the lines.
Give clues like, aunt, aeroplane etc.
Write the elicited lines on a chart.
Let them sing the new lines in the tune they like.
- Do this with the second stanza also through negotiation with the whole class.
- Divide the children into groups
- Draw the attention of the groups to page 16 of their textbook
- Ask them read the rhyme and discuss the clues given (aeroplane, axe, box, biscuit etc.).
- Ask them formulate the lines in groups and tune.
- After this task is over, invite the groups one by one to present their work
- Appreciate the groups who presented well
- Ask the groups to recite the entire rhyme with proper rhythm and dance.
Point to Remember
H Make use of the same structure of the lines of the rhyme.
Write the newly elicited lines on the chart.
H Let children try adding lines individually.
H Put them in groups. Sit with groups and elicit more lines.
H Let the members of the group help each other in identifying the words in the rhyme.
H Let each member in each group say at least one line.
H Ask the groups to present the best lines they composed in their groups.
H Ask the groups to present their stanzas.
H Encourage the groups to sing their lines aloud.
H When groups are singing lines write them on the chart.
H Exhibit the rhyme composed by each group on a chart.
48
Period Plan-13
Greetings
Activity-1 :
l Make the children open the book at page 17 and observe the picture.
l Let them spend some individual time looking at the pictures and words on the page.
l Let the children associate the words with the pictures.
Activity-2 :
l Point at each picture and ask " What is this?"
l Repeat the answers pointing at the word.
l Read the beginning letter aloud
l Let the children repeat after you.
Activity-3 :
Ask them to read and copy the letters in the boxes given.
49
Period Plan-14
Greeting
Activity-1 :
Process
Do as the following
- Write the rhyme 'Let's Sing ABCD….' legibly on a chart and hang it on the wall.
- Using a pointer, read the rhyme line by line (3 times)
Ask the children say after you.
Elicit randomly responses to the following questions
l Where is 'A'?
l What are the other letters you can recognise?
l Which is the first letter in your name?
l Where is it in the chart?
Activity-2 :
l Come on Let's sing and dance.
l Sing the rhyme with rhythm.
l Let the learners join you.
Activity-3 :
l Ask a few students to recite the rhyme.
l You may help them if they a few letters or the sequence.
50
Class-2
Year Plan 2022- 2023
Class 2 - English
List of LOs :
1. Listens in English and responds in home language to simple classroom instructions.
2. Uses formulaic expressions (greetings, requesting, sorry, thank you etc.
3. Listens and responds to simple conversations, descriptions and simple narrative.
4. Names the familiar objects in his/her immediate suroundings.
5. Recites simple poems/rhymes with actions.
6. Uses the words related to his/her daily routine and action words of daily life.
7. Recognizes the alphabet and reads a few words / short sentences with help of pictures and reads
them graphically.
8. Draws pictures and writes the letters of alphabet and few words graphically.
9. Talks about self/situations/pictures/images in English/home language.
10. Writes simple words like a pen, bat, rat, bus etc.
11. Writes legibly his/her name, school name objects around him/her.
12. Sings songs or rhymes with action and tries to add lines to rhymes.
13. Identifies characters and sequence of events in a story and talks about the characters etc.
14. Describes a person/object/place in a few words or phrases.
15. Uses prepositions like 'on, under, in, before, between etc.
16. Reads texts with simple sentences with the help of pictures.
17. Uses pronouns in simple sentences related to gender like 'his, her, he, she, it' and other pronouns
like 'this, that, here, there, these, those' etc.
18. Listens and responds to instructions, greetings and uses polite forms of expression.
19. Writes phrases and simple sentences.
20. Uses simple adjectives related to size, shape, colour, weight, texture such as 'big', 'small', 'round',
'pink', 'red', 'heavy', 'light', 'soft' etc.
21. Responds to questions related to stories in English/home language/either oral or written.
52
YEAR PLAN - 2022-2023
Lesson outcomes
June 1 1 Unit 1 Names familiar Picture observations Face sheet Textbook,
At the objects seen in Phonotics sounds. chart,
zoo the pictures. worksheet
2 Unit 1 Listens and Imagines the strory Listening text Textbook,
At the responds to Try to responds worksheet
zoo simple conversa- orally in home
tions. language/in english
Give one word
answers
3 Unit 1 Reads graphically Recognises all Text reading Textbook,
At the alphabetsin the word worksheet
zoo Learns spellings.
4 Unit 1 Describes the Identifies the animals Picture Textbook,
At the objects with one and names them reading chart,
zoo or two words. Differentiates wild worksheet
and domestic animals
5 Unit 1 Talks about the Knows about the zoo. Picture Textbook,
At the picture Knows about homes reading chart
zoo of animals worksheet
June 2 6 Unit 1 Differentiates Knows alphabet Join the dots Textbook,
At the between small and Upper case from A-Z flash
zoo capital letters. Lower case cards,
knows sequence of alphabets,
alphabets worksheet
7 Unit 1 Write simple Learns spellings Writing words Textbook
At the words like animal Differentiates between related to zoo flash
zoo names. animals and birds. cards, toy
animals,
toy birds
worksheet
8 Unit 1 Recites simple Co-relate actions Sing and Textbook,
At the rhyme with with words. dance action
zoo actions. Knows action words. words,
Uses action chart,
Knows action words
words to daily worksheet
in alphabetical order.
routine.
Write simple
words like animal
names.
53
Lesson outcomes
9 Unit 1 Read the picture Writes capital and Identify and Textbook,
At the and write graphi- small alphabet. write the chart,
zoo cally Identifies the picture names of worksheet
and writes name of animals/birds
the animals and birds.
10 Unit 1 Talks about Observations. Story time Textbook,
At the pictures. Imaginations. mazaines,
zoo Story telling. worksheet
Speaks in simple
languages.
July 3 11 Unit 2 Names familiar Picture observations Face sheet Textbook,
Where objects seen in Names the objects worksheet
are you the pictures given in the picture
sweety? Identifies the action
words
12 Unit 2 Describes the Express the about Face sheet Textbook,
Where objects with one picture using simple chart,
are you or two words words worksheet
sweety? Creates their own
story
13 Unit 2 Listens and Picture reading Listening text Textbook,
Where responds to Imagination worksheet
are you simple conversa- Express their views
sweety? tions orally in simple
languages
14 Unit 2 Listens and Imagines the strory Listening text Textbook,
Where responds to Try to responds worksheet
are you simple conversa- orally in home
sweety? tions. language/in English
15 Unit 2 Listens in English Give one word Listening text Textbook,
Where and responds in answers worksheet
are you home language Improves listening nd
sweety? speaking skills
July 4 16 Unit 2 Listens in English Recognises all Text Reading Textbook,
Where and responds in alphabet in the word worksheet
are you home language Recognises few letter
sweety? in them eg. First letter
of the name given
54
Lesson outcomes
17 Unit 2 Read familiar Read simple words. Text Reading Textbook,
Where words and write Learn spellings. worksheet
are you graphically.
sweety?
18 Unit 2 Write simple Combines words to Text Reading Textbook,
Where words. form a sentences. worksheet
are you
sweety?
19 Unit 2 Read familiar Reads graphicaly. Text Reading Textbook,
Where words. worksheet
are you
sweety?
20 Unit 2 Read familiar Read simple sen- Text Reading Textbook,
Where words and write tences and combines worksheet
are you graphically. simple words.
sweety?
July 5 21 Unit 2 Read familiar Writes one word Textual Textbook,
Where words and write answers. exercise worksheet
are you graphically. Recollects story and
sweety? writes answers.
22 Unit 2 Draws picture Draws fruits and Writing Textbook,
Where and write few colours it. words (fruits) chart,
are you words graphi- Recollects the fruits Pg no. 19 worksheet
sweety? cally. names and their
spellings
23 Unit 2 Writes words Identifies the animal Writing Textbook,
Where graphically. and circle their names. words chart,
are you Knows the spellling animals) worksheet
sweety? of animals. pg no. 20
24 Unit 2 Names familar Recognises animal and Identification Textbook,

Where objrcts seen in their babies. of animals charts,
are you the picture Knows the babies and their worksheet
sweety? name. babies
(pg-21)
25 Unit 2 Names familar Learns spellings of Identification Textbook,
Where objrcts seen in their young ones. of animals charts,
are you the picture Colour animals and and their worksheet
sweety? their babies with babies
same colour. (pg-21)
55
Lesson outcomes
July 6 26 Unit 2 Draw the picture. Identifies the colours. Colouring Textbook,
Where Free hand drawing. and drawing colours,
are you Draws and colour for (pg-22) worksheet
sweety? self expression.
27 Unit 2 Writes words Identifies frist letter of Write in Textbook,
Where graphically. colours. words flash
are you Spellings. (pg no.22) cards,
sweety? worksheet
28 Unit 2 Writes words Combines few words Framing of Textbook,
Where graphically. and write few sen- simple worksheet
are you tences. sentences
sweety? Recognises and iden- (pg-23)
tifies naming words.
29 Unit 2 Recites simple Knows action words. Sing and Textbook,
Where poems with Co-relate actions dance worksheet
are you actions with words. (pg-24)
sweety? Knows action words
in alphabetical order.
30 Unit 2 Sings song/rhyme Creates their own Sing and Textbook,
Where with action and lines. dance worksheet
are you adds lines to Enjoys singing and (pg-24)
sweety? dancing.
rhymes with
simple structure.
Aug 7 31 Unit 3 Names familiar Picture observations. Face sheet Textbook,
A visit to objects seen in Imagination. (pg-25) chart,
Uncle's the pictures. Names the objects worksheet
house given in the picture.
Identifies the action
words.
32 Unit 3 Describes the Gets an idea about Face sheet Textbook,
A visit to objects with one busstop. (pg-25) chart,
Uncle's or two words. Diffrentitates age worksheet
house Talk about the group people.
picture. Safety at crowd
places.
56
Lesson outcomes
33 Unit 3 Listens in english Picture observations. Listening text Textbook,

A visit to and responds in Imagination. (pg-26) chart,
Uncle's home language. Converts and talk worksheet
house about the picture.
34 Unit 3 Talks about the Understands story. Listening text Textbook,
A visit to situation. Responds orally. (pg-98, 99) worksheet
Uncle's
house
35 Unit 3 Listen and Responds in english. Listening text Textbook,
A visit to responds to Knows about pets. (pg-98, 99) worksheet
Uncle's simple conversa-
house tion.
Aug 8 36 Unit 3 Listens in English Recognizes alphabets Text reading- Textbook,
A visit to and responds in in the words. (pg-27-30) worksheet
Uncle's home language. Differentiates lower
house and upper cases.
Reads in simple
words.
37 Unit 3 Talks about the Knows about Means Text reading Textbook,
A visit to situation. of transports. (pg-27-30) vehicles
Uncle's Talks about situations. toys,
house Types of vehicles. worksheet
38 Unit 3 Listen and Social behaviour. Text reading Textbook,

A visit to responds to Knows about journey. (pg-27-30) vehicles
Uncle's simple conversa- Knows about parts toys,
house tion. of vehicles. worksheet
39 Unit 3 Read graphically. Action words. Text reading Textbook,

A visit to Knows about problem (pg-27-30) vehicles
Uncle's occurs while travelling toys,
house Knows about distance worksheet
40 Unit 3 Listen and Knows about traffic. Text reading Textbook,

A visit to responds to Knows about culture. (pg-27-30) worksheet
Uncle's simple conversa- Manners towards
house tion. elders.
Caring towards pets.
57
Lesson outcomes
Aug 9 41 Unit 3 Recollects story Recollects the story Textual Textbook,
A visit to te graphically. (memoraizing). exercise worksheet
Uncle's Ables to framesimple (pg-30, 31)
house sentences.
42 Unit 3 Write simple Write graphically. Textual Textbook,
A visit to words. Develops writing. exercise worksheet
Uncle's (pg-30, 31)
house
43 Unit 3 Writes words Vehicles spelling. Writing Textbook,
A visit to graphically. Writes about their words vehicles
Uncle's favourtie vechile. toys,
house worksheet
44 Unit 3 Writes words Writes parts of Writing textbook,
A visit to graphically. vehicles. words chart,
Uncle's Characterize vehicles vehicles,
house under mode of worksheet
transport.
45 Unit 3 Names familar Uses means of Modes of textbook,
A visit to objects seen in transport in our daily transport vehicles,
Uncle's the picture. life. worksheet
house
Sep 10 46 Unit 3 Recites simple Trys to sing Sing and Textbook,
A visit to poems with Pronounciation. dance worksheet
Uncle's actions. Sounds of vehicles. (pg-34, 35)
house
Parts of vehicles.
47 Unit 3 Sings song/rhyme Expresses vehicles in Sing and Textbook,
A visit to with action and action. dance worksheet
Uncle's adds lines to Moves body accord- (pg-34, 35)
house rhymes with ing to song.
simple structure.
A visit to with action and lines. dance worksheet
Uncle's adds lines to Expresses their (pg-34, 35)
house rhymes with actions.
simple structure. Enjoys singing and
dancing.
58
Lesson outcomes
49 Unit 3 Listens in English Picture reading. Story time Textbook,

A visit to and responds in Imaginations. (pg-36) worksheet
Uncle's home language. Framing sentences
house using simple words.
Speaks orally.
50 Unit 3 Listens in English Expresses the situa- Story time Textbook,
A visit to and responds in tions. (pg-36) worksheet
Uncle's home language. Create story.
house
Sep 11 51 Unit 4 Names familiar Picture observations Face sheet Textbook,
Snoopy objects seen in Imagination. (pg-37) chart,
comes to the pictures. Names the objects worksheet
school given in the picture.
words.
Identifies pets.
52 Unit 4 Describes the Picture reading. Listening text Textbook,
Snoopy objects with one Names the objects in (pg-38) chart,
comes to or two words. the picture. worksheet
school Talk about the Expresses the situa-
picture. tions orally.
Expresses the con-
versations in simple
words.
53 Unit 4 Listen and Understands story. Listening text Textbook,
Snoopy responds to Responds orally. (pg-99) worksheet
comes to simple conversa- Responds in english
school tion. in simple sentences.
54 Unit 4 Read texts with Corelates words with Text reading Textbook,
Snoopy simple sentences. pictures. (pg-39, 40) worksheet
comes to Able to read simple
school words.
Classroom behaviour.
Identifies rooms in
school.
59
Lesson outcomes
55 Unit 4 Read texts with Care and Affection. Text reading Textbook,
Snoopy simple sentences. Sharing and caring. (pg-39, 40) worksheet
comes to
school
Sep 12 56 Unit 4 Differentitates Recollects the story. Textual Textbook,
Snoopy small and capital Write one word exercise worksheet
comes to letters. answers. (pg-41)
school Write simple Frames simple
words. sentences.
Expresses their own
thought.
Creates own story.
57 Unit 4 Write simple Reads graphically. Textual Textbook,
Snoopy words. Corrects the sen- exercise chart,
comes to tences. (pg-42) worksheet
school
58 Unit 4 Writes words Identification and Writing Textbook,
Snoopy graphically. naming the objects. words chart,
comes to Spelling. (pg-42) worksheet
school
59 Unit 4 Writes words Places of school. Writing Textbook,
Snoopy graphically. About school. words flash
comes to Friends. (pg- 44) cards,
school worksheet
60 Unit 4 Draws pictures Identifies the colours. Draw and Textbook,
Snoopy and writes few Free hand drawing. colour facial colours,
comes to sentences Draws and colour for expression worksheet
school graphically. self expression. (pg no. 43
and 47)
Oct 13 61 Unit 4 Recites simple Enact action words. Sing and Textbook,
Snoopy poems with Moves body dance worksheet
comes to actions. according to song. (pg-48)
school Spellings.

Snoopy with action and lines. dance worksheet
comes to adds lines to Enjoys singing and (pg-48)
school rhymes with dancing.
simple structure.
60
Lesson outcomes
63 Unit 4 Listens in English Picture observation. Story Textbook,
Snoopy and responds in Age grouping. (pg-49) chart,
comes to home language. Speaks orally. worksheet
school
64 Unit 4 Listens in English Corelates family mem- Story Textbook,
Snoopy and responds in bers with picture. (pg-49) worksheet
comes to home language. Expresses the situa-
school tions.
65 Unit 4 Listens in English Share their views. Story Textbook,
Snoopy and responds in Fun with family. (pg-49) worksheet
comes to simple sentences.
school
Oct 14 66 Unit 5 Names familiar Picture observations. Face sheet Textbook,
Rain objects seen in Imagination. (pg-50) chart,
Rain the pictures. worksheet
67 Unit 5 Describes the Names the objects Face sheet Textbook,
Rain objects with one given in the picture. (pg-50) chart,
Rain or two words. Identifies the action worksheet
Talk about the words.
picture.
68 Unit 5 Names familiar Diffrentitates age Face sheet Textbook,
Rain objects seen in group people. (pg-50) chart,
Rain the pictures. Types of seasons. worksheet
69 Unit 5 Describes the Things used in Face sheet Textbook,
Rain objects with one different seasons. (pg-50) chart,
Rain or two words. Talks about situations. worksheet
Talk about the
picture.
70 Unit 5 Names familiar Benefits of rain. Face sheet Textbook,
Rain objects seen in (pg-50) chart,
Rain the pictures. worksheet
Nov 15 71 Unit 5 Listen and Picture reading. Listening text Textbook,
Rain responds to Names the objects in (pg-51) worksheet
Rain simple conversa- the picture.
tion. Expresses the situa-
tions orally.
61
Lesson outcomes
72 Unit 5 Talks about the Expresses the con- Listening text Textbook,
Rain situation. versations in simple (pg-51) worksheet
Rain words.
Wheathers in differ-
ent seasons.
73 Unit 5 Listen and Understands story. Listening text Textbook,
Rain responds to Responds orally in (pg-99) worksheet
Rain simple conversa- English in simple
tion. sentences.
74 Unit 5 Listens in English Gives one word Listening text Textbook,
Rain and responds in answers. (pg-99) worksheet
Rain home language. Coverstions.
75 Unit 5 Listen and Talks about seasons. Listening text Textbook,
Rain responds to Listens and reponds (pg-99) worksheet
Rain simple conversa- orally.
tion.
Nov 16 76 Unit 5 Read texts with Fun time with friends. Reading text Textbook,
Rain simple sentences. Attempts reading in (pg-52-54) worksheet
Rain simple words.
77 Unit 5 Read texts with Recongnizes repeated Reading text Textbook,
Rain simple sentences. words. (pg-52-54) worksheet
Rain Reads basd on
phonotic sounds.
78 Unit 5 Read texts with Learns new words. Reading text Textbook,
Rain simple sentences. Action words. (pg-52-54) worksheet
Rain
79 Unit 5 Read texts with Read simple texts. Reading text Textbook,
Rain simple sentences. Story telling. (pg-52-54) worksheet
Rain
80 Unit 5 Read texts with Reads and retells the Reading text Textbook,
Rain simple sentences. story. (pg-52-54) worksheet
Rain Word building.
Nov 17 81 Unit 5 Write simple Writes one word Textual Textbook,
Rain words. answers. exercise worksheet
Rain Recollects story and (pg-55)
writes answers.
62
Lesson outcomes
82 Unit 5 Write simple Frame meaning full Textual Textbook,

Rain words. sentences. exercise worksheet
Rain Objects used in the (pg-55)
rainy seasons.
83 Unit 5 Names the object Picture observations. Picture Textbook,
Rain seen in the Names Objects. reading chart,
Rain picture. Action words. (pg-56) worksheet
84 Unit 5 Names the object Description of Picture Textbook,

Rain seen in the pictures. reading chart,
Rain picture. Simple conversations. (56, 57) worksheet
85 Unit 5 Names the object Picture reading. Picture Textbook,

Rain seen in the Talks about seasons. reading chart,
Rain picture. (pg-57) worksheet
Dec 18 86 Unit 5 Talks about Conversations of Conversation Textbook,
Rain situations. picture. (pg-58) worksheet
Rain Express their views.
87 Unit 5 Talks about Conversations. Role play Textbook,
Rain situations. Actings. (pg-58) worksheet
Rain Confidences.
88 Unit 5 Writes words Identifies letters. Write words Textbook,
Rain graphically. Reads graphically. (pg-58) chart,
Rain Writes graphically. worksheet
89 Unit 5 Read familiar Corelates number Fun with Textbook,

Rain words and writes with alphabets. letters worksheet
Rain graphically. Identifications of (pg-59)
Identify alphabet. words.
90 Unit 5 Read familiar Corelates number Fun with Textbook,
Rain words and writes with alphabets. letters chart,
Rain graphically. Identifications of (pg-59) worksheet
Identify alphabet. words.
Dec 19 91 Unit 5 Draws pictures Identifies the colours. Draw, colour Textbook,
Rain and writes few Free hand drawing. and talk colours,
Rain sentences Draws and colour for (pg-60) worksheet
graphically. self expression.
63
Lesson outcomes
92 Unit 5 Draws pictures Identifies the colours. Draw, colour Textbook,

Rain and writes few Free hand drawing. and talk colours,
Rain sentences Draws and colour for (pg-60) worksheet
93 Unit 5 Recites simple Identifies first letter of Sing and Textbook,
Rain poems with colours. dance worksheet
Rain actions. Spellings. (pg-60)
94 Unit 5 Sings song/rhyme Enact action words. Sing and Textbook,
Rain with action and Moves body accord- dance worksheet
Rain adds lines to ing to song. (pg-60)
rhymes with
simple structure.
Rain with action and lines. dance worksheet
Rain adds lines to Enjoys singing and (pg-60)
rhymes with dancing.
simple structure. Framing sentences
using simple words.
Speaks orally.
Dec 20 96 Unit 6 Names the object Picture observation. Face sheet Textbook,
Here is seen in the Talks about the (pg-61) chart,
your coin picture. pictures. worksheet
Types of games.
97 Unit 6 Names the object Rules of different Face sheet Textbook,
Here is seen in the games. (pg-61) chart,
your coin picture. Play time. worksheet
Speak about indoor
and outdoor games.
98 Unit 6 Listens in English Picture observation. Listening text Textbook,
Here is and responds in Types of games. (pg-62 ) chart,
your coin home language. Objects used in worksheet
games.
Knows about games
and sports.
64
Lesson outcomes

Here is situation. Responds orally. (pg-100 ) worksheet
your coin Responds in english
100 Unit 6 Listen and Types of games. Listening text Textbook,
Here is responds to Team spirit. (pg-100 ) worksheet
your coin simple conversa-
tion.
Dec 21 101 Unit 6 Read texts with Identifies letters. Text reading Textbook,
Here is simple sentences. Names objects. (pg-63-65) worksheet
your coin
102 Unit 6 Read texts with Identifies action Text reading Textbook,
Here is simple sentences. words. (pg-63-65) worksheet
your coin Express their views
on games.
103 Unit 6 Read texts with Learns new words. Text reading Textbook,
Here is simple sentences. Action words. (pg-63-65) worksheet
your coin
104 Unit 6 Read texts with Read simple texts. Text reading Textbook,
Here is simple sentences. Story telling. (pg-63-65) worksheet
your coin
105 Unit 6 Read texts with Read and retexts stry. Text reading Textbook,
Here is simple sentences. Reads unknown text. (pg-63-65) worksheet
your coin
Jan 22 106 Unit 6 Writes words Writes one word Textual Textbook,
Here is graphically. answers. exercise worksheet
your coin Identifies correct (pg-66)
answers.
107 Unit 6 Writes words Spellings. Write words Textbook,
Here is graphically. Types of games. (pg-67) chart,
your coin worksheet
108 Unit 6 Writes words Writes graphically. Write words Textbook,
Here is graphically. Items used for games. (pg-67) chart,
your coin worksheet
109 Unit 6 Draws pictures dentifies the colours Draw and Textbook,
Here is and writes few Free hand drawing write colours,
your coin sentences Draws and colour for (pg-69) worksheet
65
Lesson outcomes
110 Unit 6 Talks about Identifies first letter of Conversation Textbook,

Here is situations. colours. (pg-70) worksheet
your coin Spellings.
Jan 23 111 Unit 6 Talks about Conversations. Roleplay Textbook,
Here is situations. Teamwork. (pg-70) worksheet
your coin
112 Unit 6 Describes the Knows about play- Project work Textbook,
Here is persons in few ers. (pg-71) chart,
your coin sentences. Their achievements. worksheet
113 Unit 6 Describes the Write graphically. Project work Textbook,

Here is persons in few Frames sentences. (pg-71) chart,
your coin sentences. worksheet
114 Unit 6 Recites simple Enact action words. Sing and Textbook,
Here is poems with Moves body accord- dance worksheet
your coin actions. ing to song. (pg-72)
Here is with action and lines. dance worksheet
your coin adds lines to Enjoys singing and (pg-72)
simple structure. Framing sentences
using simple words.
Feb 24 116 Unit 7 Names the object Picture observations. Face sheet Textbook,
What's seen in the Imagination. (pg-73) chart,
my picture. Names the objects worksheet
name? given in the picture.
words.
117 Unit 7 Names the Identifies flowers, Face sheet Textbook,
What's object seen in the insects. (pg-73) chart,
my picture. Importances of worksheet
name? natures.
Gardening.
Colours.
118 Unit 7 Listens in English Picture observations. Listening text Textbook,
What's and responds in Uses of flowers. (pg-74) chart,
my home language. Conversations. worksheet
name?
66
Lesson outcomes
What's situation. Responds orally. (pg-100) worksheet
my Responds in English
name? in simple sentences.
120 Unit 7 Listen and Colours. Listening text Textbook,
What's responds to About friendship. (pg-100) worksheet
my simple conversa-
name? tion.
Feb 25 121 Unit 7 Read texts with Picture observations. Tect reading Textbook,
What's simple sentences. Imaginations. (pg-75-77) chart,
my Professions. worksheet
name?
122 Unit 7 Read texts with Read words by Tect reading Textbook,
What's simple sentences. pictures. (pg-75-77) worksheet
my Read by phonetics.
name?
123 Unit 7 Read texts with Conversations. Tect reading Textbook,
What's simple sentences. Social behaviour. (pg-75-77) worksheet
my
name?
124 Unit 7 Read texts with Objects used in Tect reading Textbook,
What's simple sentences. professions. (pg-75-77) worksheet
my Play time.
name?
125 Unit 7 Read texts with Makes new words. Tect reading Textbook,
What's simple sentences. Reads unknown text. (pg-75-77) worksheet
my
name?
Feb 26 126 Unit 7 Writes words Writes in simple Textual Textbook,
What's graphically. sentences. exercise worksheet
my Frames simple (pg-78)
name? sentences.
Writes graphically.
127 Unit 7 Describes an Identifies the object Wheel Textbook,
What's objects in few and them. conversation worksheet
my sentences. Reads graphically. (pg-79)
name?
67
Lesson outcomes
128 Unit 7 - Identifies the words. Finding Textbook,

What's words worksheet
my (pg-80)
name?
129 Unit 7 Talks about Conversations in their Conversation Textbook,
What's situations in views. (pg-80) worksheet
my English languages.
name?
130 Unit 7 Describes a Professions and their Project work Textbook,
What's person in few works. (pg-81) charts,
my phrases. Items used in differ- worksheet
name? ent works.
Mar 27 131 Unit 7 Recites simple Sings with rythem. Sing and Textbook,
What's poems with About cobbler. dance worksheet
my actions. (pg-82)
name?
132 Unit 7 Sings song/rhyme Rhyming words. Sing and Textbook,
What's with action and Pronounciation. dance worksheet
my adds lines to (pg-82)
name? rhymes with
simple structure.
133 Unit 7 Listens in English Observations. Story time Textbook,
What's and responds in Imaginations. (pg-83, 84) worksheet
my home language. Read graphically
name? Listens in English Colours.
and responds in
simple conversa-
tions.
134 Unit 7 Listens in English Identifies animals. Story time Textbook,
What's and responds in Differentiates water (pg-83,84) worksheet
my home language. and land animals.
name?
135 Unit 7 Listens in English Animals and their Story time Textbook,
What's and responds in young ones. (pg-83,84) worksheet
my home language.
name?
68
Lesson outcomes
Mar 28 136 Unit 8 Names the Picture observations. Face sheet Textbook,
Together object seen in the Imagination. (pg-85) chart,
we pull picture. Names the objects worksheet
given in the picture.
words.
137 Unit 8 Names the Healthy food. Face sheet Textbook,
Together object seen in the Unity. (pg-85) chart,
we pull picture. Hardwork. worksheet
138 Unit 8 Listens in English Picture observations. Listening text Textbook,

Together and responds in Table manners. (pg-86) worksheet
we pull home language. Importances of
mother.
Together situation. Responds orally. (pg-100) worksheet
we pull Responds in English
140 Unit 8 Listen and Party time. Listening text Textbook,
Together responds to Importances of (pg-100) worksheet
we pull simple conversa- healthy food.
tion. Gardening.
Mar 29 141 Unit 8 Read texts with Picture observation. Text Reading Textbook,
Together simple sentences. Reads simple words. (pg-87-89) worksheet
we pull
142 Unit 8 Read texts with Unity is strenth. Text Reading Textbook,
Together simple sentences. Value of friends. (pg-87-89) worksheet
we pull Hard work.
Smart work.
143 Unit 8 Writes words Oral conversations. Textual Textbook,
Together graphically. Sharing their views. exercise worksheet
we pull Writes graphically. (pg-90, 91)
Frames simple
sentences.
69
Lesson outcomes
144 Unit 8 Writes words Identifies vegetables. Write words Textbook,

Together graphically. Naming them. (pg-92, 94) worksheet
we pull Different recipes.
Ingredient used in
recipes.
145 Unit 8 Describes about Develops conversa- Group work Textbook,
Together the objects seen tions. Role play worksheet
we pull in the objects. Social behaviour. (pg-93)
Types of sweets.
Mar 30 146 Unit 8 Draws pictures Identifies the colours. Draw, colour Textbook,
Together and writes few Free hand drawing. and write worksheet
we pull sentences Draws and colour for (pg-95)
147 Unit 8 Draws pictures Corelated colour with Draw, colour Textbook,
Together and writes few vegetables. and write worksheet
we pull sentences Importants of veg- (pg-95)
graphically. etables.
148 Unit 8 Describes about Develops Conversa- Project work Textbook,
Together the objects. tions. (pg-96) worksheet
we pull Types of sweets.
Spellings.
149 Unit 8 Recites simple Sings with rhythm. Sing and Textbook,
Together poems with Identifies vegetables dance worksheet
we pull actions. and their names. (pg-97)
Identifies its colours.
150 Unit 8 Sings song/rhyme Creates own lines on Sing and Textbook,
Together with action and sharing and caring. dance worksheet
we pull adds lines to Enjoys singing and (pg-97)
simple structure. Friendship value.
70
Class 2
Unit-1 : At The Zoo
Period Plan - 1
Face Sheet
Introduction and Motivation : Teacher develops rapport with students using informal conversation
and leads to the topic "Zoo".
Ex: Good morning children! How are you all doing today? Have all of you had your breakfast?
It is warm/cool/pleasant outside. (Teacher randomly enquires a few students about their health,
home and other activities. She can make use of students' home language where required.)
Do you like to watch birds and animals? How many of you have pets? Can all animals be
kept as pets? What are the animals that can't be kept as pets? Where do you find such animals?
Have you ever visited a zoo? Now let's see the picture given in Unit 1 - At The Zoo. Please open
your textbooks at page 1.
Teaching learning activities:

Activity-1
Listening and Speaking : Teacher moves around the class and ensures everybody has opened the
book at the exact page and then poses a few interactive questions in addition to the questions given.
1. Which place is shown in the picture?
2. Name the animals you see in the picture.
3. Do you like the picture?
4. What do you like/don't like in the picture?
5. Tell me about your favourite animal?
Activity-2
Vocabulary : Teacher elicits the names of a few animals, repeats the elicited words syllabically and
puts them on a chart/BB. If the students reply in their home language teacher megaphones the
responses into English and writes them on the BB. She may repeat the words syllabically two/three
times)
Ex. lion, tiger, giraffe, elephant, snake, cat, dog
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Activity-3
Classroom Theatre : Teacher instructs the children that she would read the names of animals
written on the BB and the children have to point to the animal in the picture and act like it.
(Ex. When she reads out 'a lion' they should show where it is in the picture and act like a lion.)
Activity-4
Reading and Writing (Graphical) : Teacher instructs the students to graphically copy the words
on the chart/ BB into their notebooks. Teacher asks them to match the words in the notebook and
on the Chart/BB and make necessary corrections.
Activity-5
Worksheet-1
Teacher has to read out where needed and help the students complete the work sheet.
Unit-1 : At The Zoo

Period Plan - 2
Listening text (Appendix-1, pg. no. 98)
and leads to the topic "Going to the Zoo".
Ex: In the last class we talked about various animals we can see in the zoo. Today we shall listen
to a conversation between a boy named Abhi and his mother as he is getting ready to visit a zoo
park. You do not need to open your text books. I will read out the conversation two times. Please
listen to it carefully. Later, I will be asking a few questions on this listening text.
Teaching learning activities :

Activity-1
Listening and Speaking: Teacher reads out the listening passage Unit 1 At the Zoo from
Appendix-1 in page 98 of the textbook. Then she poses a few interactive questions.
1. Where was Abhi going?
2. Who told Abhi that the water bottle was on the dining table?
3. Did he find it there?
4. Where was the water bottle?
5. What was the name of Abhi's pet?
6. Why did Abhi run fast?
72
Activity-2
Vocabulary : Teacher shows the pictures of some dresses and water bottles and asks the students
to identify the colour.
Activity-3
Classroom Theatre : Teacher shows the pictures related to some words from the listening text and
asks the students to identify them and do some action related to the word.
Ex: when she shows the picture of a shirt the students have to act as if they are wearing a shirt.
Words : shirt, zoo, almirah, water bottle, dining table, kitchen, play, kitten, walk, run.
Activity-4
Reading (Graphical) : Teacher distributes some chits with the words discussed in the above
activity. She asks the students to match them with the pictures in her hand.
Activity-5
Worksheet-2
Teacher has to read out where needed and help the students complete the worksheet.
Unit-1 : Abhi goes to Zoo

Period Plan - 3
Text reading
Introduction and Motivation : Teacher develops rapport with students using informal
conversation and leads to the topic "Abhi goes to Zoo".
Ex: In the last class, we listened to a conversation between a boy named Abhi and his mother as
he is getting ready to visit a zoo park. Let's recollect what we learnt.
1. Why did Abhi get up early?
2. Who is Sweety?
3. Why did Abhi not take sweety with him?
Abhi was getting late. Let's see what happens next. Now open your textbooks at page 2
and observe the picture carefully.
73
Activity-1
She pronounces the elicited answers clearly and writes them on the black board.
Interactive Questions:
1. Where are the children going?
2. Who is the boy shouting "Stop! Stop!" ?
3. What is he taking with him?
4. Will he catch the van? Why?
Expected answers:
1. Zoo
2. Because the Van was moving away.
3. A bat
4. Yes/ no
Activity-2
Vocabulary : Teacher shows the pictures related to the text and makes the students identity them.
Pictures : Van, Saleem - the van driver, stop, children, Abhi
Activity-3
Vocabulary : Teacher writes the words for the above pictures on the black board and makes the
students identity and match them with the corresponding pictures.
Words - Pictures : Van, Saleem- the van driver, stop, children, Abhi,
Activity-4
Individual and collaborative Reading : Teacher asks the students to sit in groups and try to read
and understand the passage using the key words and pictures transacted in Activities 2 and 3.
(Note: At this stage the students may not read or understand and it is expected. The brainstorming
and making efforts to understand in group discussions is important. Graphical reading and recognizing
at least a few words is expected)
74
Activity-5
Model reading and loud reading : Teacher reads out the passage with proper pause and intonation
2 or 3 times. Students listen to her carefully and repeat after her.
Activity-6
Worksheet-3
Unit-1 : At The Zoo

Period Plan - 4
Picture reading
Introduction and Motivation : Teacher randomly enquires a few students about their health, home
and other activities. She can make use of students' home language where required. She develops
rapport with students using informal conversation and leads to the topic "At the Zoo".
Ex: Good morning children! How are you all doing today? Have all of you had your breakfast?
It is warm/cool/ pleasant outside. Do you like to watch birds and animals? Have you ever visited
a zoo? In the last class we saw that Abhi and his friends went to the zoo. Now let's see the picture
given in Unit 1 - At The Zoo. Please open your textbooks at page 4.

Activity-1
1. Which place is shown in the picture?
2. Name the animals on the tree.
3. Name the bird sitting on the tree.
4. What else do you see in the picture
Activity-2
Vocabulary : Teacher elicits the names of a few animals, repeats the elicited words syllabically and
puts them on a chart/BB. If the students reply in their home language teacher megaphones the
responses into English and writes them on the BB. She may repeat the words syllabically two /three
times)
Ex. deer, squirrel, parrot, elephant, snake, cat, dog
75
Activity-3
Teacher instructs the children that she would read the names of animals written on the BB
and the children have to point to the animal in the picture and tell if it is small/medium or big in size.
Ex: elephant : big, squirrel : small
Activity-4
Worksheet-4
Unit-1 : At The Zoo

Period Plan - 5
Picture reading
rapport with students using informal conversation and leads to the continuation of the topic "At the
Zoo".
Ex: Good morning children! How are you all doing today? In the last class we talked about the
picture depicting a zoo. Now let's continue the same discussion. Please open your textbooks at
page 4 and 5.
Activity-1
1. Locate the word 'zoo' in the picture.
2. Name the animals in the picture that eat other animals?
3. Which animal has the longest neck?
4. Which animal has a mane?
5. Where is the monkey in the picture?
Activity-2
Vocabulary : Teacher elicits the answers for the above questions, repeats the elicited answers
syllabically and puts them on a chart/BB. If the students reply in their home language teacher
76
megaphones the responses into English and writes them on the BB. She may repeat the words
syllabically two/three times.
Ex. Zoo, tiger, snake, giraffe, lion, tree
Activity-3
Vocabulary : Teacher keeps the pictures of the above animals in a bowl on the table. She instructs
the students to come to the table and pick a picture, tell its name and match it with the word on
the blackboard. They have to identify as many letters as they can from the words.
Activity-4
Worksheet-5
Unit-1 : At The Zoo

Period Plan - 6
Join the dots from A-Z
rapport with students using informal conversation and leads to the topic "Letters of the Alphabet".
Ex: Good morning children! How are you all doing today? In the last class we talked about the
picture depicting a zoo. We also read some words and recognized the letters in the words. Now
let's revise the letters of the uppers case and lower case of the alphabet. Let's begin with a rhyme.

Activity-1
Alphabet Rhyme : Teacher displays on a chart the alphabet Rhyme given in page 7 in the textbook
and recites it in a proper rhythm with action. Students repeat after her.
Activity-2
Recognizing the alphabet : Teacher makes the students into two groups and gives the chits with
the letters of upper case to one group and lower case to the second group. She instructs that when
she mentions a letter, both the groups have to show that letter in their chits. They also have to tell
a word that has that letter in it.
77
Ex: When teacher says 'C' the first group shows the upper case C and the second group shows
lower case c and they may give the words like cat, cake etc.
Activity-3
Teacher makes the students into groups of 4 or 5 students and distributes the chits in which
the sentence 'the quick brown fox jumps over the lazy dog' (which has all the letters of the
alphabet in it) is written in lower case. She also gives them some chits in which Upper case letters
are written. She instructs the students to identify the letters she is going to mention. Then they have
to pick the corresponding letter from the upper case and show.
Ex: When she says 'p' they have to show it in the sentence first and then match it with the upper
case case 'P" in the chits.
Activity-4
Worksheet-6
Unit-1 : At The Zoo

Period Plan - 7
Textual exercises
Writing words related to Zoo
rapport with students using informal conversation and leads to the topic "Zoo".
Ex: Good morning children! How are you all doing today? In the previous classes we talked about
the picture depicting a zoo. We also read some words and recognized the letters in the words . Now
let's write some words related to 'Zoo'

Activity-1
Reading and writing : Teacher asks the students to read the words given in the box in page 6 (bit
IV A) and circle the corresponding picture in pages 4 and 5.
Activity-2
Alphabet and words : Teacher asks the students to write as many words as possible in the table
given in text book page 6 (bit IV B)
78
Activity-3
Word Cloud : Teacher asks the students individually to read the words given in the word cloud in
the textbook page 9. They may take help from their friends or the teacher if they are unable to read.
Activity-4
Writing : Teacher asks them to recollect the names of the animals that are not given in the word
cloud and write them in the space given below the word cloud in the text book page 9.
Activity-5
Worksheet-7
Unit-1 : At The Zoo

Period Plan - 8
Sing and dance
rapport with students using informal conversation and leads to the poem "Just like this".
Ex: Good morning children! How are you all doing today? In the previous classes we talked about
the animals in the zoo. We also read and wrote the names of some animals and birds. Today let's
sing a song about the animals and dance to it. Are you all ready?
Activity-1
Sing and Dance : Teacher displays on the chart the song 'Just like this…' Given in page 12 in
the textbook and recites it two or three times in a proper rhythm with action. Students repeat after
her.
Activity-2
Classroom Theatre : Teacher asks the students to mention the names of some more animals and
act like those animals. Teacher puts those names of animals and the action words related to the
animals on the Black Board / Chart. She reads them out syllabically two to three times.
Ex : Peacock - dances Cat - mews
79
Activity-3
Add lines : Teacher asks the students to add lines to the above poem using the names of different
birds and animals as shown in the example. Teacher encourages the students to add as many lines
as possible and recite it in the rhythm with action.
Activity-4
Vocabulary : Teacher writes on the black board the names of animals and birds used by the
students in adding the lines in the previous activity. She asks them to identify the words and the
letters in those words.
Activity-5
Worksheet-8
Unit-1 : At The Zoo

Period Plan - 9
Story time
Introduction and Motivation : Teacher randomly enquires a few students about their health,
home and other activities. She can make use of students' home language where required. She
develops rapport with students using informal conversation and leads to the names of animals and
birds.
Ex: Good morning children! How are you all doing today? In the previous classes we sang a song
about the animals and danced too. We also read the names of some animals and birds .Today let's
identify some animals and bird , colour their pictures and write their names. Are you all ready. Ok.
Then open your textbooks at page no 10 and 11.
Teaching learning activities
Activity-1
book at the exact page and then poses a few interactive questions.
1. Identify the animals in the pictures.
2. Which animal has the longest neck?
3. Which animal lives in water?
4. Which animal is known as the king of the jungle?
80
5. Have you ever seen a rabbit?
6. Identify the birds in the pictures.
7. Which bird do you like the most?
8. Which colour should we fill in the picture of crow?
Activity-2
Colour the Pictures : Teacher makes them into groups and asks them to discuss the suitable
colours for each picture and instruct them to colour the pictures in pages 10 & 11 accordingly.
Activity-3
Vocabulary : Write the names of the animals and birds in the space given in pages 10 and 11.
Activity-4
Worksheet-9
Unit-1 : At The Zoo

Period Plan - 10
Story time
rapport with students using informal conversation and leads to the names of animals and birds.
Ex: Good morning children! How are you all doing today? In the previous classes we identified some
animals and bird , colour their pictures and wrote their names. Today let's read an interesting story
about a curious mouse. Please open your text books at page 13 and observe the pictures.
Activity-1
book at the exact page. She instructs the students to observe the pictures in sequence and discuss
the story in their groups.
81
Activity-2
Narrating the story : Teacher instructs the students that one student from each group has to come
forward and present the story with action. They may use their home language where they are unable
to express in English. Teacher immediately megaphones it into English.
Activity-3
Teacher presents her version of the story.
Activity-4
Worksheet-10
82
Class-3
Class 3 - English
List of LOs :
1. Listens and responds to simple conversations, descriptions and narratives.
2. Uses the words related to his/her daily routine.
3. Recognizes the alphabet and reads a few words/short sentences with the help of pictures
and reads them graphically.
4. Writes simple words like a pen, a bat, a rat, a bat etc.
5. Reads text with simple sentences with the help of pictures.
6. Writes phrases and simple sentences.
7. Describes a person/object/place in a few words or phrases.
8. Listens ,understands and responds to simple descriptions , poems , conversations.
9. Performs events such as a role play/skit with appropriate expressions.
10. Reads aloud with proper pronunciation and pause.
11. Reads small texts with comprehension and identifies main ideas, details, sequence and
draws conclusions.
12. Reads printed scripts on the classroom walls : slogans, poems, posters , charts etc.
13. Reads and understands poems , simple stories, characters in the story etc and expresses
her/his opinion orally.
14. Writes meaningful phrases short sentences to describe a person ,place and an object.
15. Uses a variety of nouns, pronouns adjectives and prepositions in the context.
16. Uses imperative sentences and comparative forms.
17. Uses the punctuation marks such as question mark(?), full stop(.),and capital letters
appropriately.
18. Writes 5-6 sentences in English on personal experiences/ events using verbal or visual
clues.
19. Uses vocabulary related to subjects like mathematics, EVS, relevant to class III.
84
Year Plan - 2022-2023
Topic /
Period/ Lesson based Micro Suggestive
Month Week Unit / TLM
Day learning outcomes competences activities
Lesson
Jun 1 1 Bridging 1. Listens and 1. Listen to the Interaction. Pictures of
Gap responds to simple greetings. Match picture different
Activity simple conver- 2. Listen to the with the game. indoor
sation, descrip- simple questions. Fill in the games and
tion of objects. 3. Responds to the blank with the out door
2. Uses action simple questions missing letter. games
words related in mother tongue. Work
Write a title to sheet-1
to daily routine. 4. Names the play the pict.
3. Sing song/ Pg. No.1
things. Q.No.1
rhyme with
actions.
2 Bridging 1. Listens and 1. Listen to the Role play Worksheet
Gap responds to simple greetings. Action words No. 2
Activity simple conver- Responds to the Words Pg.No. 3
sation, descrip- simple questions related to Q.No.1
tion of objects. in mother tongue. different
2. Uses action 2. Try to identify sports
words related the letters in the Identifying
to daily routine. play things. and reading
3. Sing song/ 3. Try to read the of words
rhyme with words related to related to
actions. the paly things sports/games
and games.
4. Participates in
the activities.
3 Bridging 1. Listens and 1. Try to read the Name the Worksheet
Gap responds to words related to game activity. No. 3
Activity simple conver- the paly things Describe any Pg.no. 6
sation, descrip- and games. game you Q.no.1
tion of objects. 2. Participates in like the most.
2. Uses action the activities.
words related 3. Try to make
to daily routine. simple sentences
3. Sing song/ with the picture
rhyme with and words.
actions.
85
Topic /
Month Week Day Unit / TLM
learning outcomes competences activities
Lesson
4 Bridging 1. Listens and 1. Participates in Firstaid box Worksheet

Gap responds to the activities. preparation. No. 4
Activity simple conver- 2. Try to make Things in first Pg.No. 8
sation, descrip- simple sentences air box Q.No. 1
tion of objects. with the picture vocabulary. &2
2. Uses action and words. Preposition
words related 3. Try tobuild activity.
to daily routine. simple
3. Sing song/ converstion with
rhyme with two to three
actions. exchanges.
5 Bridging 1. Listens and 1. Participates in Ask question Worksheet
Gap responds to the activities. to guess the No. 3
Activity simple conver- 2. Try to make item. Pg.No. 7
sation, descrip- simple sentences Names of Q.No.III
tion of objects. with the picture different
2. Uses action and words. things related
words related 3. Try to write a to sports.
to daily routine. description.
3. Sing song/
rhyme with
actions.
June 2 1 Bridging 1. Talks about 1. Try to identify Observe the Worksheet
Gap pictures/ different people picture and No. 4
Activity- images in in the pic and elicit words Pg.No. 9
2 English/ home understand their related to the Q.No.I
language. relation between picture
2. Describes a them.
person/object 2. Recall the
place in a few knowledge about
words. the action words
and their use to
denote ongoing
actions.
2 Bridging 1. Talks about 1. Try to build Action words Worksheet
Gap pictures/ conversation in the picture. No. 4
Activity- images in between the Identify the Pg.No. 10
2 English/ home members of the picture Q.No.III
language. family. adding 'ing'
to the action
words.
86
Topic /
Lesson
2. Describes a 2. Try to make
person/object sentences using
place in a few the action words.
words. 3. Try to frame
question using
who, what etc.
3 Bridging 1. Talks about 1. To understand Conversation Conversa-
Gap pictures/ the needs of the between the tion.
Activity- images in family members. people in the
2 English/ home 2. Attend the needs picture.
language. of the family
2. Describes a members
person/object 3. Talk about their
place in a few favourite family
words. member.
4 Bridging 1. Talks about 1. Try to build a Make Worksheet
Gap pictures/ story on the sentences 5, Pg.10 &
Activity- images in given picture. using the 11, Q.No.
2 English/ home 2. Role play the picture I & II
language. charecters of the
2. Describes a picture.
person/object
place in a few
words.
5 Bridging 1. Talks about 1. Describe the Describe the Worksheet
Gap pictures/ picture in their picture make for
Activity- images in own words. sentences describing
2 English/ home 2. Recall and uses using the the pict.
language. the precious action words.
2. Describes a knowledge to
person/object describe the
place in a few picture.
words.
Jul 3 1 Bridging Try to gain knowl- 1. Describres the Observe the Worksheet
Gap edge about the picture. picture and No. 7
Activity signals and road 2. Listens, under- elicit words Pg.No. 15
safety rules. stand the use of related to the Q.No. II
different sign picture.
boards.
87
Topic /
Lesson
2 Bridging Try to gain knowl- Learn to take care Pet animals Level 1
Gap edge about the of pets and other and domestic Worksheet
Activity signals and road animals around animals. 9, Pg.16
safety rules. them. Identify the Q.No. I
picture.
3 Bridging Try to gain knowl- 1. Describres the Sign boards Match the
Gap edge about the picture. on the road. sign board
Activity signals and road 2. Listens, under- Your favorite with the
safety rules. stand the use of pet. content.
different sign
boards.
4 Bridging Try to gain knowl- Write a story using Animals and Level-1
Gap edge about the the given picture. their young Worksheet
Activity signals and road ones. 9, Pg. 16
safety rules. Write a story. Q.No. II
5 Bridging Try to gain knowl- Editing of the story. Write a few Work
Gap edge about the sentences sheet 9,
Activity signals and road about the Pg.No. 19
safety rules. picture. Q.No. III
Edit the
sentences
with out
errors.
Jul 4 1 Bridging 1. Talks about pic- Observe the picture Interaction. Worksheet
Gap tures/ images in and learn about the Elicit all the 10,
Activity English/ home environment. words Pg.No.21,
language. related to the Q.No. II
2. Describes a pict.
person/object
place in a few
words.
2 Bridging 1. Talks about pic- Try to gain knowl- Talks about Worksheet
Gap tures/ images in edge about the the different 10,
Activity English/ home basic need and the actions in the Pg.No.21
language. environment around. pict. Q.No. III
2. Describes a Matching the
person/object action with
place in a few the person.
words.
88
Topic /
Lesson
3 Bridging 1. Talks about pic- Learn to use and Answer the Worksheet
Gap tures/ images in protect the environ- Q's looking 11,
Activity English/ home ment. at the pict Pg.No.23
language. worksheet-11 Q.No. II
2. Describes a Pg. 22,
person/object Q.No.I.
place in a few Frame
words. sentences
using the
words/
phrases.
4 Bridging 1. Talks about pic- Try to understand Uses the Worksheet
Gap tures/ images in that birds, plants picture and 12,
Activity English/ home and animals are part try to speak Pg.No.24
language. of our life and know about the Q.No. I
2. Describes a the ways to protect birds and
person/object them. animals they
place in a few like the most.
words.
5 Bridging 1. Talks about pic- 1. Try to gain Describe the Worksheet
Gap tures/ images in knowledge about picture. 12,
Activity English/ home the ways that Pg.No.25
language. poluting the Q.No. III
2. Describes a environment.
person/object 2. Describe the
place in a few picture in their
words. own words.
Jul 5 1 UNIT-1 1. Describres the 1. Interaction based Play the train Worksheet
Talking picture. on face sheet game. 13,
train face 2. Listens, under- (pg.5). Match the Pg.No.27,
sheet big stand and iden- 2. Tries to say the picture with Q.No. II.
picture tifies different different means the name of
listening characters in the of transport/ the vehicle.
activity story and ex- vehicles.
presses his or 3. Identifies differ-
her opinion ent people in the
orally. station.
89
Topic /
Lesson
2 UNIT-1 Try to build a con- 1. Imagines the Interaction. Worksheet

Talking versation between conversation Identify the No. 14,
train face the people on the between different correct Pg.No.28
sheet big platform. people in the spelling. Q.No.I
picture railway station.
listening 2. Writes the
activity converstion
between different
people in the
station.
3 UNIT-1 Try to build a con- Enacts the scene of What would Worksheet
Talking versation between the railway station be the talk No.15,
train face the people on the along with the between the Pg.No.31,
sheet big platform. people in the station members. Q.No. III
picture and their conversa- Group work.
listening tion.
activity
4 UNIT-1 Try to build a con- 1. Talks about their Discourse Worksheet
Talking versation between holiday trip they construction No.15,
train face the people on the went. conversation. Pg.No.31
sheet big platform. 2. The things they Q.No. III
picture carried along
listening with them while
activity travelling.
5 UNIT-1 Try to build a con- 1. Interaction based Oral Worksheet
Talking versation between on picture discourse 14,
train face the people on the (pg.7). description of Pg.No.28
sheet big platform. 2. Tries to say train. Q.No.III
picture about the train
listening they know.
activity
Jul 6 1 UNIT-1 1. Reads small text 1. Identifies the Writing Textbook
Talking with compre- different parts of discourse. Pg.10 B
train face hension and the train. exercise to
sheet big identifies main 2. Learns the be done
picture ides details, se- names of them worksheet
listening quences and identifies the 17,
activity. draws conclu- words in the text Pg.No.36
sions. and try to read Q.No.1
the text.
90
Topic /
Lesson
2. Describes the
train boggies flat
formetc.
3. Reads text with
the help of pic-
ture.
4. Describe the
picture.
2 UNIT-1 1. Reads small text Reads the text and Identifying Pg 10 B
Talking with compre- comprehend. the places exercise to
train face hension and that the train be done
sheet big identifies main passes. worksheet
picture ides details, se- 20,
listening quences and Pg.No.41
activity. draws conclu- Q.No.I
sions.
2. Describes the
train boggies flat
formetc.
3. Reads text with
the help of pic-
ture.
4. Describe the
picture.
3 UNIT-1 1. Reads small text Try to describe the Learn the Worksheet
Talking with compre- train/self in their opposite 25,
train face hension and own words. words. Pg.No.51
sheet big identifies main Q.No.I
picture ides details, se-
listening quences and
activity. draws conclu-
sions.
2. Describes the
train boggies flat
formetc.
3. Reads text with
the help of pic-
ture.
4. Describe the
picture.
91
Topic /
Lesson
4 UNIT-1 1. Reads small text Vocabulary. Identify things Worksheet

Talking with compre- in the travel 24,
train face hension and bag. Pg.No.50
sheet big identifies main Q.No.1
sions.
2. Describes the
train boggies flat
formetc.
3. Reads text with
the help of pic-
ture.
4. Describe the
picture.
5 UNIT-1 1. Reads small text Try to read the text - -
Talking with compre- in pg 7.
train face hension and
sheet big identifies main
sions.
2. Describes the
train boggies flat
formetc.
3. Reads text with
the help of pic-
ture.
4. Describe the
picture.
Aug 7 1 UNIT-1 1. Reads the text 1. Identifies the Interaction Worksheet
Talking with compre- different places and 26,
train face hension and the train travells. grammar. Pg.No.52
sheet big 2. Readalound 2. Learns the Q.No.1&2
picture with proper names of the
listening pronunciation places identifies
activity. and pause. the words in the
text and try to
read the text.
92
Topic /
Lesson
3. Reads, under-
stand new
words in the
text.
4. Describe
places in a few
words or
phrases.
2 UNIT-1 1. Reads the text Listens to an Learns the Worksheet
Talking with compre- incident measures to 32,
train face hension and be taken Pg.No.64
sheet big 2. Readalound while Q.No.1
picture with proper traveling.
listening pronunciation
activity. and pause.
3. Reads, under-
stand new
words in the
text.
4. Describe
places in a few
words or
phrases.
3 UNIT-1 1. Reads the text Talks about the Oral Worksheet
Talking with compre- picture they see. presentation. 32,
train face hension and Pg.No.64
sheet big 2. Readalound Q.No.III
picture with proper
3. Reads, under-
stand new
words in the
text.
4. Describe
places in a few
words or
phrases.
93
Topic /
Lesson
4 UNIT-1 1. Reads the text Reads the text given Learns about Worksheet
Talking with compre- in pg 8. traffic signals. 32,
sheet big 2. Readalound Q.No.II
picture with proper
3. Reads, under-
stand new
words in the
text.
4. Describe
places in a few
words or
phrases.
5 UNIT-1 1. Reads the text Project work. Making of Worksheet
Talking with compre- train. 30,
sheet big 2. Readalound Q.No.1
picture with proper
3. Reads, under-
stand new
words in the
text.
4. Describe
places in a few
words or
phrases.
Aug 8 1 UNIT-2 1. Write meaning- Picture interactions Identification Worksheet
ful phrases to (Pg 16) teacher may of spelling. 33,
describe things. wite the different Pg.No.66
2. Write opposites things that flew from Q.No.II
the hat on the
board.
2 UNIT-2 1. Write meaning- Learns about Play the game Worksheet
ful phrases to different things of magic. 33,
describe things. around them. Pg.No.66
2. Write opposites Q.No.III
94
Topic /
Lesson
3 UNIT-2 1. Write meaning- Interaction based on Try to Worksheet

ful phrases to picture (pg.17) understand 34,
describe things. narrate the listening the picture Pg.No.67
2. Write opposites passage. and listens to Q.No.I&II
the narration.
4 UNIT-2 1. Write meaning- Answer the question Vocabulary Worksheet
ful phrases to asked in pg.no.17. related to 34, Pg.68
describe things. seeds. Q.No.III.
2. Write opposites Worksheet
36 Pg.72
Q.No.III
5 UNIT-2 1. Write meaning- Picture reading Read the Worksheet
ful phrases to (Pg 19) elicit the given text 35, Pg.70,
describe things. words related to the and try to Q.No.II
2. Write opposites context. comprehend.
Aug 9 1 UNIT-2 1. Listen to the That flew from the "Hat bought Two caps
Swamy narrative and hat on the board. game". and things
and the understand the Later when the The teacher that can
magical listening text. game is played the should bring be hidden
beans 2. Listen and child can match the two. under a
1. Face- understand, do thing under the hat cap.
sheet role play. with the text on the
3. Reads small text board.
with compre-
hension.
2 UNIT-2 Reads small text Listens and responds Answer the The name
Swamy with comprehen- to the text narrated questions cards of
and the sion. by the teacher. orally given the
magical in pg. 17. charecters.
beans Strips of
1. Face- the
sheet answers
for the
questions.
3 UNIT-2 Listen to the narra- Picture interactions Trace the Chart of
Swamy tive and understand (Pg 16) Observe the pictue in pg different
and the the text. picture and responce 18 and write things
magical to the questions are the names of written on
beans the things the chart.
1. Face- you know in
sheet the picture.
95
Topic /
Lesson
4 UNIT-2 Try to conprehend Try to learn different Ask the Worksheet

Swamy the text. vocabulary related to children to 38,
and the the names of things make certain Pg.No.76
magical that flew from hat. changes in Q.No.I
beans the picture
1. Face- they drew
sheet after reading
the text.
5 UNIT-2 Try to talk about Try to identify the Vocabulary Page No.
Swamy environment. words that sound in exercise. 22 (b)
and the the same way. Worksheet
magical 38,
beans Pg.No.76
1. Face- Q. II
sheet
Sep 10 1 UNIT-2 1. Listen to the Picture reading Possible Worksheet
Swamy narrative and (Pg. 18) elicit the conversation 42
and the understand the words related to the between Pg.No.87,
magic listening text. context. giant and Q. I&II
beans 2. Listen and Read text from page swamy.
Listening understand, do 18.
text role play.
Reading 3. Reads small text
segment- with compre-
1 hension.
2 UNIT-2 Reads small text Picture interaction Asking Worksheet
Swamy with comprehen- of Pg.No.19. questions 43,
and the sion. Reading text and Interaction Pg.No.89
magic comprehension vocabulary. Q.No.II
beans (Pg. 19, 20)
Listening
text
Reading
segment-
1
3 UNIT-2 Listen to the Picture interaction Rhyming Worksheet
Swamy narrative and read poem pg26 words No. 45
and the understand the stanza 1. Opposite Pg.No.
magic text. words. Q.1
beans
Listening
96
Topic /
Lesson
text
Reading
segment-
1
4 UNIT-2 Try to comprehend Picture interaction Rhyming Worksheet
Swamy the text. read poem pg. 26 words No.45,
and the stanza 1. Opposite Pg.No.
magic words. Q.1II
beans
Listening
text
Reading
segment-
1
5 UNIT-2 Try to talk about Vocabulary. Comprehends Worksheet
Swamy environment. the lesson 50,
and the read. Pg.No.103
magic Q.No.I
beans Worksheet
Listening 51,
text Pg.No.105
Reading Q.No. I &
segment- II
1
Sep 11 1 UNIT-3 1. Reads the text Picture interactions Identification Worksheet
with compre- (Pg 27) teacher may of spelling.
hension and write the different
2. Readalound things that flew from
with proper the hat on the
pronunciation board.
and pause.
3. Reads, under-
stand new
words in the
text.
4. Describe places
in a few words
or phrases.
97
Topic /
Lesson
2 UNIT-3 1. Reads the text Picture interactions Try to Worksheet

with compre- (Pg 28) learns about understand
hension and school & different the picture
2. Readalound things around them and listens to
with proper listens to the pas- the narration
pronunciation sage narrate the Oral
and pause. listening passage. discourse.
3. Reads, under-
stand new
words in the
text.
4. Describe places
in a few words
or phrases.
3 UNIT-3 1. Reads the text Interaction based on Try to Worksheet
with compre- picture (pg.29) and understand
hension and the text. the picture
2. Readalound and predicts
with proper the
pronunciation characters
and pause. and their
3. Reads, under- role.
stand new
words in the
text.
4. Describe places
in a few words
or phrases.
4 UNIT-3 1. Reads the text Try to reflect on the Vocabulary Worksheet
with compre- events of the related to
hension and reading text. things at
2. Readalound home.
with proper
pronunciation
and pause.
3. Reads, under-
stand new
words in the
text.
4. Describe places
in a few words
or phrases.
98
Topic /
Lesson
5 UNIT-3 1. Reads the text Picture reading Observes the Worksheet

with compre- (Pg 30) elicit the picture and
hension and words related to the predicts the
2. Readalound context. next part of
with proper the text.
pronunciation
and pause.
3. Reads, under-
stand new
words in the
text.
4. Describe places
in a few words
or phrases.
Sep 12 1 UNIT-3 1. Listens and Reads text with Read the Worksheet
responds to comprehension, given text
simple descrip- locates the details and try to
tion. and sequence of comprehend.
2. Talks about events/connects
self/picture. ideas that he/she
3. Uses punctua- has inferred,
tion marks. through reading and
interaction, with his/
her personal
experiences.
2 UNIT-3 1. Listens and Discourse construc- How I help Worksheet
responds to tion. my mother
simple descrip- writing a
tion. paragraph.
2. Talks about
self/picture.
3. Uses punctua-
tion marks.
3 UNIT-3 1. Listens and Reads text with Observes the Worksheet
responds to comprehension, picture and
simple descrip- locates the details try to read
tion. and sequence of the text.
2. Talks about events in pg 31.
self/picture.
3. Uses punctua-
tion marks.
99
Topic /
Lesson
4 UNIT-3 1. Listens and Learns the use of Try make Worksheet

responds to prepositions in the sentences
simple descrip- relevant context. with the
tion. prepositions
2. Talks about given.
self/picture.
3. Uses punctua-
tion marks.
5 UNIT-3 1. Listens and Try to observe the Interaction Worksheet
responds to picture and read the on the whole
simple descrip- text in pg 32. text.
tion.
2. Talks about
self/picture.
3. Uses punctua-
tion marks.
Oct 13 1 UNIT-3 Reads text with Learns the use of Try make Worksheet
the help of picture prepositions in the sentences
describe the relevant context. with the
picture. prepositions
given.
2 UNIT-3 Reads text with Try to observe the Interaction Worksheet
the help of picture picture and read the on the whole
describe the text in pg 32. text.
picture.
3 UNIT-3 Reads text with Attempts to write Describes Worksheet
the help of picture creatively descrip- the picture
describe the tions. given in
picture. pg.36.
4 UNIT-3 Reads text with Observes the pic Talks about Worksheet
the help of picture given in pg no.38. each picture.
describe the
picture.
5 UNIT-3 Reads text with Try to read and Try to relate Worksheet
the help of picture understand the to their
describe the poem brother has siblings.
picture. no teeth.
100
Topic /
Lesson
Oct 14 1 UNIT-4 Reads text with Try to observe the Pict Worksheet
the help of picture picture at pg.no. 40 observation
4. describe the and reflects about and relates
picture. the characters in the the character
pict. to the pict.
2 UNIT-4 Reads text with Try to observe the Answer the Worksheet
the help of picture picture at pg.no.41 questions
4. describe the and reflects about related to the
picture. the characters in the pict.
pict.
3 UNIT-4 Reads text with Listens to the Interaction Worksheet
the help of picture narrative. on narrative.
4. describe the Oral discussion.
picture.
4 UNIT-4 Reads text with Observe the pict in Interaction Worksheet
the help of picture pg no.42 reads the and ans the
4. describe the text and understand qestions.
picture. the idea of the text
given.
5 UNIT-4 Reads text with Observe the picture Try to predict Worksheet
the help of picture in pg. 43. the story.
4. describe the
picture.
Nov 15 1 UNIT-4 - Discourse construc- Writes a few Worksheet
tion and editing. lines about
their favourite
animal.
2 UNIT-4 - Identify the describ- Drawing and Worksheet
ing words in the text colouring. Pg.No.48,
read. C&D
Draw the favorite
animal.
3 UNIT-4 Listens and Observe the picture Talks about Worksheet
responds to simple pg. 44 and read the the picture
conversation. text given. and
complement.
101
Topic /
Lesson
4 UNIT-4 Read the text. Observe the picture Interaction Worksheet

pg. 53 and read the relate
text. character to
the story,
identify the
events.
5 UNIT-4 Understand the Observe the picture Answer the Worksheet
event, say in pg. 54 and read the questions.
sequential order. text.
Nov 16 1 UNIT-5 Talks about Observe the picture Vocabulary Worksheet
picture. Listens pg. 55 and read the related to the
and responds to text. picture.
read text. Occupations.
2 UNIT-5 Talks about Observe the picture Vocabulary Worksheet
picture. Listens pg. 56 and talks related to the
and responds to about the picture. picture.
read text. Occupations.
3 UNIT-5 1. Listens and Listen to the passage Talked about Worksheet
responds to read. the animals
simple instruc- and their
tions. cries.
2. Listen to the
narrative.
4 UNIT-5 Observe the Observe the picture Observation, Worksheet
picture and talks pg. 57 and talks interaction,
about. about the picture. comprehen-
sion.
picture and talks pg. 58 and talks interaction, Pg.62 A &
about. about the picture. arrange in B
sequential
order.
Nov 17 1 UNIT-5 Animal cries. Different animals Interaction Worksheet
and their cries. and pg. 63 B.
identification.
sion.
102
Topic /
Lesson

about. about the picture. arrange in
sequential
order.
4 UNIT-5 Vocabulary. Identifying different Vocabulary. Worksheet
seeds that growing Pg.62 A.
to plants.
5 UNIT-5 Differentiating Names of animals Vocabulary Worksheet
animals and birds and birds and related to Pg.62 B,
& verbs. verbs. animals and 63 C.
birds.
Dec 18 1 UNIT-5 Observe the Observe the picture Observation, Worksheet
picture and talks pg. 59 and talks interaction, Pg.63
about. about the picture. answer the
questions.
Identify
action words
in the
textbook.
2 UNIT-5 Talks about the Recipe of Upma. Vocabulary Worksheet
food they like to related to pg.65 B &
eat. food, C
ingredients
used
procedure.
picture and talks pg. 60 and talks interaction, Pg.66.
sion.
picture and talks pg. 67 and talks reads and Pg.67
about. about the picture. add lines to
the poem.
5 UNIT-5 Reads and under- Add lines to the Interaction, Worksheet
stands the poem. poem. adding. Pg.68.
103
Topic /
Lesson
Dec 19 1 UNIT-6 Talks about Observe the picture Vocabulary Worksheet

picture. Listens pg. 69 and read the related to the
and responds to text. picture.
read text.
2 UNIT-6 1. Listens and Observe the picture Vocabulary Flash

responds to pg. 56 and talks related to the cards,
simple instruc- about the picture. names of Worksheet
tions. animals and
2. Talks about their food.
picture.
3 UNIT-6 1. Listens and Listen to the passage Talked about Worksheet

responds to read. the place,
simple instruc- character
tions. and event.
2. Listen to the
narrative.

sion.

about. about the picture. arrange in B
sequential
order.
about. about the picture. arrange in B.
sequential
order.
2 UNIT-6 Vocabulary. Things in the house. Vocabulary Worksheet
related to Pg. 75
furniture. Vocabulary
A&B
about. about the picture. arrange in Grammar
sequential A.
order.
104
Topic /
Lesson

about. about the picture. arrange in Grammar
sequential B.
order.
5 UNIT-6 Talks about the Recipe of Vermicelli Vocabulary Worksheet
food they like to (Semiya). related to pg.77 &
eat. food, 78
ingredients
used
procedure.
about. about the picture. answer the
questions.
Identify
action words
in the
textbook.
2 UNIT-6 Observe the Observe the picture Describe the Worksheet
picture and talks and frame sen- picture and pg.78 B.
about it. tences. edit.
3 UNIT-6 Understand to… Use of to… too. Frame Worksheet
too. sentences pg.79.
using too…
to.
picture and talks pg. 80 and talks reads and pg.80.
about. about the picture. add lines to
the poem.
5 UNIT-6 Reads and under- Add lines to the Interaction, Worksheet
stands the poem. poem. adding. pg.80.
Jan 22 1 UNIT-7 Reads and com- Observe the picture Interaction. Worksheet
prehend in pg.82 and
response to the
instructions.
105
Topic /
Lesson
2 UNIT-7 Observe the Read the picture in Interaction, Worksheet

picture. pg. 83 and relates identification
to the characters. of
characters.
3 UNIT-7 Listens to the Listens to narrative Relates to Worksheet
narrating and responds. the character
and predicts
the story.
4 UNIT-7 Animal names. Observe the picture Reads the Worksheet
in pg.84 and text and
response to the answer the
instructions. questions.
5 UNIT-7 Admission form. Details related to Writing/filling Worksheet
the admission form. of admission
Editing. form.
Jan 23 1 UNIT-7 Reading. Observe the picture Interaction Worksheet
in pg.85 and reads and
the text. comprehen-
sion.
2 UNIT-7 Writing. Writing essay 'My Interaction Worksheet
School'. and writing
the
discourse.
3 UNIT-7 Editing. Editing of discourse. Interaction Worksheet

and
negotiation.
4 UNIT-7 Reading. Observe the picture Observation Worksheet

the text. interaction.
5 UNIT-7 Vocabulary. Vocabulary related Identify Worksheet

to school. vocabulary pg.88,
related to Vocabulary,
school. Q.No.
A&C.
Feb 24 1 UNIT-7 - Observe the picture Interaction Worksheet
sion.
106
Topic /
Lesson
2 UNIT-7 Nouns. Identifying naming Interaction Worksheet

words and using and
them as plural. comprehen-
sion.
3 UNIT-7 - Write the activities Interaction Worksheet
that you can't do and writing. pg.88,
and wanted to do. Compre-
hension,
Q.No. B
4 UNIT-7 Poem. Observe the picture Interaction Worksheet
and reads the poem. and adding
line.
5 UNIT-7 - Adding line to poem. Interaction Worksheet
and adding
line.
Feb 25 1 UNIT-8 Observe the Observe the picture Talks about Worksheet
picture. in pg.94 and the picture.
response to the
instructions.
2 UNIT-8 Observe the Read the picture in Interaction, Worksheet

picture. pg. 95 and relates identification
to the characters. of
characters.
3 UNIT-8 Listens to the Listens to narrative Relates to Worksheet
narrating. and responds. the character
and predicts
the story.
4 UNIT-8 - Observe the picture Reads the Worksheet

in pg.96 and text and
response to the answer the
instructions. questions.
5 UNIT-8 Vocabulary related Persons living in Vocabulary. Worksheet

to Kingdom. freedom.
Feb 26 1 UNIT-8 Reading. Observe the picture Interaction Worksheet
sion.
107
Topic /
Lesson
2 UNIT-8 Writing. Writing different Interaction Worksheet

water resources and writing
and conservation of the
water. discourse.
3 UNIT-8 Editing. Editing of discourse. Interaction Worksheet

and
negotiation.
4 UNIT-8 Reading. Observe the picture Observation Worksheet

the text. interaction.
5 UNIT-8 Nouns. Identifying naming Name, Worksheet

words and using location etc. Pg.101,
them. Characters, Q.No. A.
events, places etc.
Mar 27 1 UNIT-8 - Observe the picture Interaction Worksheet

sion.
2 UNIT-8 Story writing. Identifying charac- Interaction Worksheet
ters, events, places and
etc. comprehen-
sion.
3 UNIT-8 Fun with words. Four letter words. Interaction Worksheet
and writing. Pg.103,
Q.No. B
4 UNIT-8 Poem. Observe the picture Interaction Worksheet
and reads the and
poem. comprehen-
sion.
5 UNIT-8 - Reading poem. Interaction Worksheet
and
comprehen-
sion.
Mar 28 1 UNIT-8 Drawing. Story writing. Interaction Worksheet
and writing. pg. 104
108
Topic /
Lesson
2 UNIT-8 Revision Revision of 1 to 3 Revision of 1 -

units. to 3 units.
3 UNIT-8 Revision Revision of 4 to 6 Revision of -

units. 4 to 6 units.
4 UNIT-8 Revision Revision of 7 & 8 Revision of -

units. 7 & 8 units.
5 UNIT-8 Revision Revision Revision -
109
BRIDGING GAP ACTIVITY
Period Plan - 1
Introduction
Greetings
Recapitulation/motivation
¾ Children I hope you all enjoyed the summer holidays.
¾ How do you feel coming school?
¾ Did you all play any games during your holidays?
¾ What type of games did you play?
¾ Did you make any new friends?
¾ How many of you like to play indoor games/outdoor games? Why?
¾ What other works did you do during the holidays?
¾ Can you once again repeat the games/sport that you like to play with your friends?
Let me tell you a story today:
There was a boy named Raju. He likes to play all the time just like you. One day he was
playing with his ball and bat. Suddenly he was hungry and he wanted to eat Halwa. He quickly ran
to his mother and said “Amma, Amma! I am so hungry I want to eat Halwa. Please make Halwa
for me. His mother quickly went into the kitchen and searched for suji, sugar and other things. She
could make out that there was not enough sugar to make Halwa. So she requested Raju’s father
to go to the shop and fetch some sugar and other needed things. Raju’s father took a bag and was
about to go to shop. Raju also wanted to go with his father to the shop. “Nana I want to come
along to the shop”. His father said, “OK Raju come”. Raju wanted to have some chocolates also.
Then Raju and his father went to diary shop to buy some milk. In the shop Raju saw different kinds
of ice-cream. Raju was delighted to have one of the varieties. They both walked home back and
gave the things to Raju’s mother. She prepared Halwa and they all enjoyed eating it together.
Activity-1
¾ What was Raju playing with?
¾ Mention some games starting with ‘ba’ sound.
Activity-2
¾ See these pictures and try to identify the games you mentioned.
(let the children use the flash cards of different games)
110
¾ Which are the other games that are not mentioned by you before?
(Teacher helps the children use the flash cards to choose the games that they haven’t
mentioned and write the names of the games on the blackboard while pronouncing them
syllabically.)
Activity-3
¾ Teacher helps the children to observe the picture and talk about the picture and asks the
Questions given below the picture. Teacher may ask questions to initiate good rapport with
the children.
¾ What games you like to play?
¾ With whom do you like to play?
¾ Did you ever fight with your friend when you played games? Why?
¾ What happened in the end?
¾ Is it good to fight while playing? Why?
¾ What can we do other than fighting?
Activity-4
¾ Teacher provides some pictures of game and chits with their names and instructs them to
match picture with the game name.
Activity-5
¾ Fill the blank with the right letter
(Letters may be given)
1. B __ t
2. Ba__ __
Activity-6
¾ Teacher instructs the students to watch the video and speak about it.
https://www.youtube.com/watch?v=R8r30wO1Js8
Teacher encourages all the students to participate in the discussion and puts the key points
on the blackboard.
111
Period Plan - 2
Greetings
Good ……….
Introduction
Children, in the last class we discussed about different games. Do you all remember it? Now
each one of you, tell me the name of one game that we discussed.
¾ Teacher can either write the names of the games again on the board or she can use the chart
if it is written on the previous day.
Activity-1
A game with the name
¾ Children can say their name and then say the first sound of their name.
¾ Then they should say the name of a game that will start with the same sound.
¾ They should identify the name of the game that is on the board/chart.
Activity-2
¾ Teacher instructs the students to enact the game with their friends.
While enacting the game the teacher may encourage the students and guide them if they are
unable to enact any game.
Activity-3
The teacher may ask the students to observe the picture and say the actions that the children
are doing in the picture. The children may also be encouraged to do the same action and say it.
Teacher may write the action words on the board.
Playing
Skipping
Jumping…..
Teacher may ask questions like
Playing with what?
Skipping with what?
Running where?
112
Playing ball
Skipping rope
Jumping bars
Teacher may ask:

¾ Who is playing with the ball?
¾ Who is skipping with the rope?
¾ Who is jumping on the bars?
Boys Playing ball

Girls Skipping rope
Children Jumping bars
Activity-4
Reading activity:
Teacher make the strips of complete sentences used in Activity-3 and instructs the students
to read the strips.
Activity-5
Children may write down the sentences framed in Activity-3 graphically in their note
books.
Activity-6
Let us go back to our story and see what Raju did after eating the Halwa.
After eating Halwa, Raju went out to play with his friends again. Raju asked his friends to
let him join the game. But his friends were so busy that they didn’t give an ear to Raju. He was
so disappointed with them and tried to convince them to take him into the game. All his efforts
failed. He sat there in silence waiting for his friends to give him a chance.
Now the Teacher may ask the following questions :
¾ What will you say when you meet your friends?
¾ What would they reply in return?
¾ How will you ask them if you want to play with them?
¾ What would be their reply?
¾ Will you frame any rules to play the game?
¾ How will your friend agree to them?
The Teacher may write all the responses on the board.
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Activity-7
Teacher should provide different dialogue strips with the sentences framed in the above
activity for four groups. They are to be arranged in a sequential order.
Activity-8
The class is divided into 2 groups. One student from each group goes to the back of the
class where the flash cards with different names sport items are placed. As the teacher announces
the name of the sport, the two children should pick the right flash card, run to the board and write
the word. Whoever writes the word first on the board will get a point.

Period Plan - 3
Greetings
Good ……….
Introduction
Children, in the last class we have seen that Raju was not allowed to play with his friends.
Do you think they did the right thing to Raju. If you are in that place would you do the same? If
not, what would you do?
The teacher can write the responses on the board. She can also ask other related questions
to extend the interaction.
Did the same thing happen to you any time?
How did you feel at that time?
Did you complain to any one? Why?
Activity-1
Take the strips that were used the previous class in activity-5 to arrange the sequence of the
conversation. Divide the class into 2 groups Give a few strips to each group. Ask the children to
enact as per the strip. Their group should be able to guess the sentence. If they say it right they
will win a point. If not they lose it.
Activity-2
The teacher may ask the children to read the sentences framed on the previous day.
¾ The boys are running in the ground.
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¾ A boy is hitting the ball
¾ One boy is standing at the back of the wickets
¾ A girl is skipping with the rope
¾ The other girl is building a house with the sand.
Activity-3
The Teacher may ask the children to say 2 or 3 lines about the place/person/thing in the
picture on page no….. The children may be encouraged to speak about the colour, height, shape
or its use. Every child in the class should be given a chance.
Activity-4
The Teacher may ask the following questions.
¾ Where are the children playing ?
¾ What other things do we see in the ground?
¾ Where is the ground?
¾ Who are playing in the ground?
¾ What games are they playing?
The Teacher may write all the responses in the form of sentences on the board. Teacher
should prepare strips of 5 to 7 sentences to describe the picture. See that the adjectives are used
in the sentences.
Activity-5
The Teacher may divide the class into 4 groups and give the same strips to 4 groups. As
the time starts ask the children to arrange the strips in sequential order. Which group completes the
task first will read their strips one after the other. If the other groups disagree with the arrangement
they should tell the right sequence. After all the groups agree the Teacher may write the description
on the board/chart.
Activity-6
Practice activities: Name the game.
¾ It is played with 11 people. At a stroke, 2 of them run in the opposite direction. But only
one gets the score.
¾ It is played with a ball and a basket.
¾ It is played with a stick and a ball hole is the end point.
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¾ It is played to keep yourself fit. We can jump above it. It makes a complete circle around
us when we use it to play.
¾ It is played with a small round stone. It is played in the checks.
Activity-7
Describe any game that you like the most in 5 to 10 sentences.

Period Plan - 4
Greetings
Good ……….
Introduction
Yesterday we all spoke about the games we liked the most. If anyone haven’t spoken
yesterday you may tell about your favorite game.
Activity-1
Teacher may ask the following questions to motivate the students to speak.
¾ What will happen if we don’t play?
¾ Why should we play?
¾ How does playing help us to keep good health?
¾ What type of food should we take to have good health?
¾ What will happen if we always play and don’t study?
¾ Is it good to play always? Why?
The Teacher may write the responses on the board.
Activity-2
Teacher asks these questions :
¾ Have you ever got hurt while you were playing?
¾ What did you do?
¾ How did your friends/teacher help you?
¾ What should we keep ready when we are playing?
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Activity-3
Pick the things that are to be placed in the first aid kit.
Word cloud of different things that should be in the first aid box.
Dettol, book, tape, cotton, screwdriver, bandage, scissors, safety pins, nail cutter, banded,
pain relief ointment, beta-dine.
Things related to first aid box Other things
Activity-4
The Teacher can ask the children to describe each and every item in 2 to 3 sentences that
is used in the first aid box. The children may be encouraged to speak about the colour, height, shape
or its use. Every child in the class should be given a chance.
Activity-5
Make the first aid box and place the above things in the box.
Activity-6
Teacher may ask the following questions
¾ Should we cry when we are hurt?
¾ What should we do when we are hurt?
¾ Whom do we approach for help when we are hurt?
¾ What should we do immediately when we are hurt?
¾ Should we eat good food to be strong and fit?
The Teacher may write the answers of the above questions on the strips and ask the children
to match the answer the question.
Activity-7
Teacher may ask the children to differentiate the do’s and don’ts while playing.
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Activity-8
Teacher may take a first aid box with a few thing in the box, a few on the box and others
beside and under the box. This is to recollect the prepositions that are already taught in the previous
class.
on, in, under, beside, close,
There is a first aid box __________the table. There are many things __________the box.
The Dettol bottle is __________the box. There is a bandage __________the ointment. The cotton
is placed __________the bandage.

Period Plan - 5
Greetings
Good ……….
Introduction
I hope you all understood the importance of play in your life and the way you should take
care when you are playing. Now let us listen to a story.
One day Raju went out to play with his friends. He took his bat and ball along with him.
When Raju reached the ground he saw his friends were already playing in the ground. He then
requested his friends to allow him to join the game. All his friends were so happy to see Raju and
they allowed him to play along with them. Raju enjoyed playing with his friends, as it was dark he
returned home and took a bath and sat to study his course.
Activity-1
Now you all listen about Raju. We learnt that Raju requested his friends to allow him to play
with them. Now write a possible conversation between Raju and his friends.
¾ What will Raju say to his friends when he meets them?
¾ What will be their reply?
¾ How will Raju ask his friends to allow him to join the game?
¾ What would his friends say in return?
¾ What will Raju say to them?
¾ What would be their response?
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Activity-2
Guess the item
Now look at this picture we can see many pictures in it. You have to play in pairs. You can
ask your partner as many questions as needed to guess the item your partner has in mind to guess
all items in the picture.
¾ Is it round?
¾ Does it have a button on top?
¾ It is used to keep on head.
¾ It is used while playing.
It is a cap.
Activity-3
Ask the children what games they like to play. Then ask them to name a few indoor games
and outdoor games. Ask them to play any indoor game sitting out in the sun. Ask them to describe
their feeling when they were playing the game. Teacher may give the following questions to help
them.
¾ Did you like playing this game outside?
¾ How did you feel?
¾ What are the difficulties you faced while playing?
¾ Did you enjoy doing this way? Why?
¾ What do you suggest to others about doing this way?
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Unit-1: Talking Train
Period Plan - 1
No. of periods: 15
Listening text
Introduction
Good Morning Children. How are you? How many of you have completed home work.
Bring the books. Your have done it well.
Motivation
Children!
• How did you all come to school?
• Did you ever travel to any place?
• Name the place you like the most to travel.
Oral language:
Now I will tell you a story. Please listen to me carefully and try to understand.
Story
One evening when Abhi comes from school to home. He observes all the family members
are busy in doing work.
Father is writing something on paper. Mother is cooking some sweets. Grand father is ironing
and folding clothes and both Grandmother and his sister are packing. Abhi did not understand what
is happening. Slowly he took his new shirt and went to his mother. There he saw laddus and took
one laddu Mother smiled at him and said, “give it to your grandfather for ironing”. But he did not
understand why mother said that He went to his father and asked, "Is anybody coming to visit us?"
Father replied “No dear, but we are going to Tirupathi”.
Abhi was excited and said “When and how are we going to Tirupathi?”
Father replied “Tomorrow, by train.”
That night he couldn’t sleep at all. He was thinking about the trip.
I think now you all understood the story.
Now answer my questions.
1. Where Abhi has gone in the morning?
2. What were others doing when he returned home?
3. Who is packing?
4. What is the grandfather doing?
5. Who gave him laddu?
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6. Where are they going?
7. Why couldn’t Abhi sleep that night?
8. How are they going to Tirupathi?
Teacher elicits the answers from the students and writes them on the BB.
Activity-1
Teacher writes the elicited words on the B/B or chart reads them out and asks the children
to repeat after her/
¾ Train ¾ Bus
¾ Flight ¾ Boats
¾ Announcement ¾ Platform
¾ Ticket ¾ Food items
Teacher asks the students to read and copy the words from BB/ Chart
Activity-2
1. Teacher asks the students to say the different types of vehicles we use for travelling. Then she
asks the students to match the picture with words.
Car
Bicycle
Boat
Aeroplane
The Teacher may ask the children to observe the picture in pg 5 and say a few words related
to the picture. The teacher elicits as many words as possible and writes all the words on the board.
Activity-3
Teacher makes small cards of the words elicited from the children. Each child should pick
one word from the cards and put the word on the picture in their own text book.
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Activity-4
Teacher may encourage the children to speak about the card that they picked up The
children may be encouraged to speak about the colour, height, shape and its use. Every child in the
class should be given a chance.
Activity-5
Teacher should encourage the children to play a word building game by using the words
written on the board/chart.

Period Plan - 2
Introduction
Good morning children! How are you all doing? The weather seems to be very pleasant to
day. How did you all come to school today? (Teacher randomly enquires few students about their
travel from home to school
Motivation
What did we learn in the previous class? Do you remember the title of the lesson? Yes, you
are right. Before starting the class, let us play a game. Here are some pictures of different means
of transport, and there are three boxes for different types of transport. Now you should pick one
of them and arrange them in the box to which it belongs.
Air Transport – Aeroplane, Rocket, Hot air balloon
Water Transport – Ship, boat, sail boat
Road Transport – Jeep, car, bus, van, bikes.
Activity-1
Teacher asks the children to make a boat/train/rocket with paper.
Activity-2
Now let us look at another picture on page no. 6 “Talking Train”. What do you see in the
picture?
Interactive questions :
1. Have you ever been to that place?
2. Which vehicle do you see there?
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3. What is the colour of the vehicle?
4. What is the difference between the regular tram & the train you see in the picture?
5. What are the different activities done by the people in the picture?
Can you identify and name the things you see in this picture. Do you find any similarity in
the picture we saw yesterday and today? Teacher may write the words that the children could
identify. The left out words can be said by the Teacher.
Activity-3
Now I am going to read out a listening passage. Listen to me carefully and try to understand
the passage and answer to the questions. If you have any doubts or unable to understand anywhere
you can ask me without any hesitation.
Teacher reads out the listening passage of that unit in the Appendix-1 (pg.106) 2-3 times,
so that the students have a clear idea about the passage. Teacher uses home language of student
if required.
1. What is the name of the girl?
2. Where did Mary go?
3. With whom did Mary go to the railway station?
4. Why did she go to the railway station?
5. Was Godavari Express on time?
6. Is the train coming from Vijayawada?
7. Where it coming from?
8. At what time will the train arrive?
9. Why is the train delayed?
10. How long is the train delayed.
Activity-4
Now we saw that there was an announcement that the train has been delayed for some time.
Where do you hear such announcements apart from railway station? [Teacher repeats the elicited
words and puts them on the BB/chart. If the student replies in their home language teacher megaphones
it into English.]
1. Bus stand
2. Temples
3. Exhibitions
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4. Markets
5. Bank
6. Hospital
Activity-5
What would be the possible announcements in the above places? The Teacher can prepare
a few announcements and keep ready and they can sort according to the place where the
given announcements are heard.
Activity-6
Teacher instructs the children to read words from the BB and enact the role play of
announcement.
Activity-7
Teacher instructs the students to copy the words written on the BB into their notebooks.
Activity-8
Teacher asks the students to circle the odd vehicle from group of vehicles.
1. Bus car van cycle
2. Ship auto boat crews
3. Aeroplane helicopter chopper auto
4. Rickshaw cycle steamer scooter
Activity-9
Teacher writes on the BB the vehicle names and their places of halt and asks the students
to match them in their notebooks.
Activity-10
Teacher asks the students to read out the story in appendix 1 in groups.
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Period Plan - 3
Introduction
Good Morning children. Hope you are all doing fine. Settle down soon so that we can start
a new lesson today. (Teacher settles down the children quietly to start the class / lesson)
Motivation
Children! Today we are going to start a new lesson. Before that, answer a few questions.
1. How did you come to school today?
2. Tell me few vehicle names you know.
3. Which vehicles did you travel by?
4. How will you travel to your village or far off places?
5. How do you communicate with each other?
Students’ answers are discussed and teacher introduces the lesson name – Talking Train.
Oral language
Now, I am going to show you a picture. Observe it carefully and answer to the questions.
Teacher shows the face sheet of that unit at page no.6 and asks the students to observe it carefully
so that the student gets the clear idea of the picture (Teacher uses home language if required)
1. What do you see in the picture?
2. Name the things you see in the picture.
3. How many people are there?
4. What are the people waiting for?
5. Where do you think they are going?
A teacher writes the elicited answers on the Black Board.
Activity-1
Divide the class into 4 groups and ask them to discuss in groups about the place they have
visited and the people they have met. They may ask these questions in the group
1. Have you ever been to any new place?
2. How did you go to that place?
3. Whom did you meet? Why?
Children may write the elicited answers on the book.
125
Activity-2
Now write the possible conversation between the people you met while you are travelling.
The conversation may be between the following pairs
1. You and bus driver.
2. Father and bus conductor.
3. You and your parents.
4. You and the shopkeeper in the bus depot.
5. You and the depot manager
Teacher can take up one of the conversation and pose the following questions to help the
children generate the conversation.
Which conversation shall we take as an example?
Ok let us take the first one. Imagine that you are going to visit your uncle in Hyderabad. You
do not know which bus to take to go to Hyderabad. You have reached the bus station and you want
to take a bus to Hyderabad. In the bus station you met a bus driver and you want to find out which
bus goes to Hyderabad.
¾ What will you ask the driver?
¾ Who will speak first?
¾ How will you ask?
¾ What will be the response?
¾ What will you ask next?
¾ What will be the response of the driver?
The Teacher may write the responses on the board. Then the Teacher can present his/ her
version of conversation between the Driver and you. The responses may be this way
I : Excuse me sir.
Driver : What do you want?
I : I should go to Hyderabad. I do not know which bus I should take. Please help me.
Driver : The bus that goes to Hyderabad is on platform no.23. The platform is on the
opposite side.
I : What is the bus number?
Driver : The bus number is 1397. Hyderabad is written on the board.
I : Where can I get the ticket?
126
Driver : You can buy the ticket in the ticket counter. It is on the other side of the platform.
I : Thank you sir.
Driver : You are welcome.
Activity-3
The Teacher may divide the class into 4 groups and ask them to write the possible conversation
between the pairs mentioned in the previous activity. She may allot one topic to each group and
ask them to write individually at home.
Hints
¾ What will the conductor do?
¾ What will you and your parents discuss?
¾ What will the shopkeeper ask when you go to buy something?
¾ What will you speak to the depot manager?

Period Plan - 4
Introduction
Good morning children. Hope you are all doing fine. Settle down soon so that we can start
a new lesson today. (Teacher settles down the children quietly to start the class / lesson)
Motivation
In the last class, we all tried to write the conversation between different people. Now let
us try to edit the conversations that are written yesterday. Before editing the written work let us
present the conversation to the class.
Activity-1
Now the teacher asks each group to present their written conversations in the class.
Activity-2
Now the teacher can give the following work to each group and ask them to fill it up. Group
1 & 2 work may be given to the low proficient learners. Group 3 work may be given to average
learners and group 4 may be given to above average children.
127
Group-1
Conductor : Ticket , ticket please, sir! Have you taken the ticket?
Father : ______________________________________
Conductor : Where do you have to go?
Father : ____________________________________
Conductor : How many tickets should I give?
Father : ____________________________________
Conductor : Here are the tickets.
Father : _______________________________________
Conductor : It is Rs. 2346/ for two full and two half tickets.
Father : ________________________________________
Group-2
I : ____________________________________________
Amma : Give the window seat to your sister. She vomits while travelling
I : ____________________________________________
Amma : Good, ask your dady to give you the window seat.
I : ____________________________________________
Amma : Take care of yourself. Don’t put your hand out of the window
I : ____________________________________________
Amma : Do you want to eat something?
I : ____________________________________________
Amma : ____________________________________________
Group-3
I : Excuse me sir.
Shopkeeper : What do you want?
I : I want to buy this______________. What is the cost of it.
Shopkeeper :
I : _________________________________
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Shopkeeper : What other books would you like to read?
I : ______________________________________
Shopkeeper : Do you want to buy any other things.
I : _________________________________
Shopkeeper : _________________________________
Group-4
I :
Depot manager :
I :
Depot manager :
I :
Depot manager :
I :
Depot manager :
I :
Depot manager :
Activity-3
Editing of the conversations written by the groups. The teacher may ask the following
questions to negotiate with the students to edit the selected conversation.
Which conversation shall we take for editing?
Do you find any errors?
Is the idea related to the conversation?
What would you like to change?
Teacher should take up the process of editing in the class. At the end the Teacher has to
present her version of conversation.
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Period Plan - 5
Introduction
Good morning children. Hope you are all doing fine. Settle down soon so that we can start
a new lesson today. (Teacher settles down the children quietly to start the class / lesson).
Motivation
In the last class, we all tried to edit the conversation. Now, we are going to talk about a
train that they are going to travel. Let us look at the picture and see the different parts of the train
and how they are helpful.
Observe the picture in page number 6.
Activity-1
Teacher may ask the following questions to elicit the needed responses.
¾ How is the train?
¾ What is the colour of the train?
¾ What does the train look like?
¾ What does the train have?
¾ Where does the train move?
¾ How many boogies does the train have?
¾ Who runs the train?
¾ How is the train running ?
¾ What sound does the train make when it is moving?
Teacher elicits all the answers and write on the BB. The children may copy the sentences
from the BB. Teacher may prepare strips of the sentences and ask them to arrange sequentially.
The children may also be encouraged to enact the strip they get.
Activity-2
Teacher divides the students into 2 groups. One group is asked to enact as a train and
the other group is to enact like passengers waiting for train and create atmosphere of the railway
station.
Activity-3
Relate the body parts of the train with your body parts.
130
Face - Engine
Legs - Wheels
Eyes - Head lights
Stomach - Boogie
Description of the train in 4 to 5 sentences.
Activity-4
Teacher asks the students to describe themselves as they described the train showing their
body parts matching with the train parts.
Teacher asks the students to enact by singing the song which goes like this:
My face is an engine.
My legs are wheels
My back has boggies
I make the sound (oo….chuk…..chuk….)
Activity-5
Teacher asks the students to describe their friend as they described the train showing their
body parts matching with the train parts.

Period Plan - 6
Introduction
Good morning children. Hope you are all doing fine. In the last class, we have seen that
the train also has different parts like us. It also has engine like face and wheels like legs. Now after
reading the passage can you describe any other vehicle that you like.
Motivation
Children now write one vehicle name in your note book that you like the most.
I know everyone likes one or the other vehicle. Now quickly write the vehicle name.
Activity-1
Discourse construction.
Read the passage given on page 7.
Rail Raja is describing himself.
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1) What is the name of the vehicle?
2) What are the different parts of the vehicle?
3) What does the vehicle do?
Activity-2
Colour and shape
Concept maping
Colour and
shape
Parts of the
vehicle
The way it Name of the

travels vehicle
Uses of the
vehicle
I like it
because
Activity-3
Teacher asks the students to present the versions group-wise.
Activity-4
Writing of discourse (Teacher's version) on Charts/Black Board.
Blue car
My name is car. I am ——Tr name——— best friend . I am blue in colour. I have a lovely
face with two lights to see. I have four wheels to move. I travel on road. I have big window in front
to see the vehicles. 4 to 5 people can travel with me. I take people from one place to other. I drink
petrol / Diesel to move on roads. I can also carry the luggage while travelling in by dickey.
132
Activity-4
Editing the Discourse
Teacher may ask the following questions to do editing.
1. What differences do you find in the teacher’s version and your versions?
2. What new ideas do you find in the teacher’s version?
3. Read the description again. Is this description apt to the situation given?
4. Read the first sentence. Is there any extra words in that?
5. Read this sentence. Is any word missing?
6. Do you want to change the word order of this sentence?
7. Which sentence is meaningful?
8. Do you want to change any word form in this sentence?
9. Check this word in the dictionary?
10. Do you want to change the spelling of any word in this sentence?
11. Do you want to replace this question mark?
12. Do you think you need to add a comma, full stop or an exclamation mark?
13. Whether the sentences are in sequential order? Are any changes needed?
Teacher asks children to refine their
individual work and write again

Period Plan - 7
Introduction
Good morning children! How are you all doing? The weather seems to be very pleasant
today? Did you observe anything while you are coming to school? What are the shops, people,
things places you came across while you were walking to school?
Motivation
Now we have seen the situation at the railway station and description of train. Did you ever
travel by train? How did you feel at that time? Were you able to see the places clearly? Were you
able to read any notice boards? Why? So, tell me while you travel to your village in train, which
all places that the train passes through.
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(Teacher repeats the elicited words and puts them on the Black Board. If the student replies
their home language, teacher megaphones into English)
1. Bridges 4. Rivers
2. Tunnel 5. Fields
3. Mountains 6. City
Activity-1
Now, I am going to read out a listening passage. Listen to me carefully and try to understand
the passage and answer to the questions. If you have any doubts / could not understand, you can
ask me without any hesitation. (Teacher reads out the text given in the page 7, two or three times,
so that the students have a clear idea about the passage, teacher uses home language of student if
required.)
Teacher writes the elicited answers on a Black Board.
Activity-2
Pick the places the train travelled from the words given in the box.
1. Bridges Rivers flowers Tunnel baskets Fields Mountains City
2. Meadows windows grass trees water temple church hospital
Activity-3
Add one describing word for the above words.
Ex: Wooden bridge.
Activity-4
1. Teacher instructs the children to read the text in groups of pg 7.
2. Teacher instructs the students to copy the words they are unable to understand in the
notebook.
Activity-5
Teacher asks the students to pick out the odd one from group of words.
bus car van ship
trees plants grass monkey
mountains rain rocks pebbles
rivers lakes pools school
Activity-6
¾ Worksheet
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Period Plan - 8
Introduction
Good morning children! How are you all doing? The weather seems to be very pleasant
today. Yesterday we have studied about the different places the train travels before it reaches the
station. Do you remember those places? Now each of you tell me one place that we see when
we travel in train.
Motivation
Now children, when we travel in train who are the people we come across? Can you name
them? If we don’t know their names how do we mention them?
Suppose in our class if we don’t know any boy or girl and you want to talk about them then
how do you mention them?
Yes we say that tall boy / that short girl.
In the same way, mention / talk about the people we come across when we travel in train.
Teacher can go back to the picture in pg 6 and point to some people and ask them to say
who they are. Teacher can also ask a few details about them etc and elicit the necessary words and
write them on the board.
young, old, men, women, boy, girl, small, big, rich, poor, city, village
Activity-1
Teacher may ask the children to read the text at pg 9 and try to understand the meaning.
Activity-2
After the completion of Activity-1 ask the children to sit in groups and read the same text
again and underline the words in the text that match with the words on the board.
Activity-3
Now Teacher should ask them to underline the other words that the children were unable
to read/understand.
Ex : Languages, guard, hurry up!
135
Activity-4
Teacher should frame as many sentences as s/he can to make them understand the meaning
of those words. Like
¾ Ravi speaks lambada language at home.
We learn Telugu language in the school.
We speak English Language in English period.
We have Hindi language from class VI.
¾ The guard at the station signals the train.
This guard is very bold and strong
The train stops when the guard whistles.
¾ Hurry up!
Hurry up! It is time to go to school.
Hurry up! The train is arriving at the station.
Hurry up! We are already late to the movie.
Hurry up! You are too slow.
Activity-5
The Teacher may ask the children to look× at the words on the black board once again.
young, old, men, women, boy, girl, small, big, rich, poor, city, village
Try to make the difference between the following set of words.
young, old
men, women
boy, girl
small, big
rich, poor
city, village
Teacher can explain that these set of words are the opposite of each others. Opposite words
are shown by putting a cross mark between the two. Now Teacher can ask children to say some
other words which are opposite to each other. Teacher may elicit as many words as possible and
write them on the board. Teacher can also ask the children to go back to the text they read and
see if they can find an opposite word for the words in the given text also.
Dark × Light
Big Small
136
Long Short
Friend Enemy
Activity-6
Practice exercise: Page number 12 B

Period Plan - 9
Introduction
Good morning children! How are you all doing? Children, we saw different people in the
station. They are carrying different things along with them in the picture. Can you name a few things
that the people were carrying in the picture in page 6? Elicit the words and write them on the black
board.
Motivation
You also must have travelled to different place and you also must have carried different things
along with. Now name some of the things that you carry while going to other place. Elicit the words
and write them on the board.
×
Activity-1
Divide the class into 4 groups and give each one a place that they have to visit. Ask them
to list the things that they require if they want to visit the place.
Hill station, mountain, beach, garden/resort
Activity-2
Ask the children to present their lists of required things to the whole class. Ask them to
identify which are all the things that are in common. (The Teacher may write all the words on the
BB/chart.)
Ex : Which are the things that are different and why they are different?
Activity-3
Guess the item!
It has many teeth. We use to make our hair.
It is transparent. Looks like water but not water.
We use it to protect from cold and heat.
137
It is a cake. It comes in different colours. It has scent.
Our left is right and right is left in it when we see.
We use it daily morning. It shines our teeth.
Activity-4
Fill in the missing letters
S—o—p S—o— —— —ro—k C— ——b
B— —— k mi— — or ri— —ons c—c—n— — 0—
T— —th p—s—t— —and k—r—h— —f
wa— — — bo— — l—e
Activity-5
Do the task given in pg. no. 11

Period Plan - 10
Introduction
Good morning children! How are you all doing? Children we learnt the opposite words in
the earlier class. Do you remember? Let us recollect them by playing this game.
The teacher should divide the class into two groups and give each one a set of flash cards
with opposite words. Now the teacher will ask one member from each group to come and show
the card they have. The other group will come up with the card with the opposite words.
Motivation
We learnt that these words are opposite to each other and they are denoted with a ‘X’ mark
between them. But now let us see why the opposite mark ‘X’ is not seen when we look at the same
words in page 9.
Activity-1
Teacher should display the chart of opposite words/ write the opposite words on blackboard.
Now ask the children to underline the words in the Textbook page No.9 that match with the words
on the chart/ BB.
Now Teacher should raise a discussion on how the opposite words are linked/connected.
Then the Teacher should write those words on the BB.
Ex : • The rich and the poor.
• The young and the old.
138
Activity-2
The Teacher may ask what are the other words that can go in pairs. The Teacher can
pictures ask them to write their names.
cup saucer
bat ball
pencil eraser
bread butter
Ex : a cup and a saucer.

These words are often fair because they are used together. But, when talk about opposites,
they are the words that exclude each other. For example, when a person is rich, he can’t be poor;
when a person is young, he can’t be old; when he is boy, he can’t be a girl. So they are denoted
by opposite sign (X). But when we look at the same words as in the example below.
The rich and the poor. (Textbook page 9)
The young and the old.
¾ What is rich/ poor?
¾ Who is rich/ poor?
The phrases talk about different people on the platform. There are young and old people,
rich and poor people waiting for the train. Here the purpose is to show that all kinds of people are
waiting for the train. That is the reason we use the linker ‘and’ in the phrases like “the rich and the
poor”, “the young and the old.”
Activity-3
Connect the words with linker ‘and’.
a cup ___________ a saucer big ___________ small

a bat ___________ a ball hot ___________ cold
a man ___________ a woman black ___________ white
a girl ___________ a boy long ___________ short
a pencil ___________ an eraser thick ___________ thin
Read the above phrases with linker.

¾ What is the difference you observe in the above two set of phrases?
¾ Why ‘a’, ‘an’ and ‘the’ is used for some pairs but not for the other pairs?
139
The articles ‘a’, ‘an’ and ‘the’ are used for the naming words like bat, man, pencil, cup etc.
But when we see the other set of words like big, small, cold etc. we don’t use articles because they
are determiners/ describing words/ adjectives.
Now, look at the phrases.
The rich and the poor.
The young and the old.
¾ What is rich/ poor?
¾ Who is rich/ poor?
Here the rich means the people who are rich. Similarly the old means people who are old.
Hence, article ‘the’ is used in the phrase ‘the poor and the rich’.
Activity-4
Do page number 12 Grammar Task-A.

Period Plan - 11
Introduction
Good morning children! How are you all doing? Children, we learnt how words are linked
to make phrases. We also learnt about a few describing words and their opposite words. Now let
us recollect those words. I will say a word and you will say the opposite of that word.
Good…….
Big………
Small………… etc
Motivation
Children, you must have travelled one or the other place in your life. Did you ever come
across any accidents. Why do you think accidents take place? Now I will tell you an incident that
happened when I was coming to school.
Car accident
I saw an accident this morning on my way to school. I was standing at the corner of Park
lane and High Street. A man in a silver sports car was driving down Park lane very fast. He was
speaking on his cell phone and he did not stop at the stop sign. He crashed into a lady in a big blue
140
truck in the middle of the intersection. She was drinking coffee while driving and it spilled all over
her. They both got out of their cars and started yelling at each other. The police arrived quickly
and asked if I would be a witness to the occident. They will be taking me to the police station later
to make a statement.
Activity-1
True or False:
......................... The man was drinking coffee while driving.
......................... The lady was on her phone.
......................... The man was calm after the accident.
......................... The accident happened on Park Lane.
......................... The police took o long time to arrive at the accident.
What do you think?
Activity-2
Have you ever been involved in a car accident?
________________________________________________________________________
________________________________________________________________________
Do you think it is dangerous to drive while using a cell phone?
________________________________________________________________________
________________________________________________________________________
Activity-3
Write the reasons for road accidents
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
141
Activity-4
Put a tick mark on the precautions given below that are to be followed while driving a vehicle
to avoid accidents
1. Wear helmet/ seat belt while driving
2. Do not use mobile to speak
3. Focus on the signals
4. Drive slowly
5. Eat while driving
6. Avoid cross talking
7. Try to be on the left side of the road

Period Plan - 12
Introduction
Good morning children! How are you all doing? Yesterday we have seen what happens in
case of an accident. Today let us try to read the pictures and understand what is there in pg.No.15
Motivation
What should we do when an accident takes place?
How can we protect ourselves when we are travelling?
What care must we take when we board a bus/train?
Teacher may elicit as many responses as possible from the students and write them on the
board. After the discussion Teacher may ask the students to turn to pg. no. 15 and observe the
pictures
Activity-1
Teacher should divide the class into 3 groups and ask each group to observe to one picture.
Now ask the students to say what they have understood from each picture. Each group can speak
3 to 4 sentences about the picture they have observed.
Activity-2
Now Teacher should raise a discussion by asking the following questions
142
Pic 1
Why is the boy running?
Who is the man walking towards the train?
Is it right to run after the train?
Pic 2
What happened to the boy?
What is the man at the door doing?
If anyone is hurt what will you do?
Pic 3
What do you see in the picture?
Who is the woman in the picture?
What is the doctor saying to the boy?
The Teacher may ask the students to read the text in pg, no. 15 in groups.
Activity-3
The Teacher may ask 5 to 6 students to read aloud randomly and instruct all the students
to try to understand it.
Activity-4
The Teacher should read the text aloud with correct pause and pronunciation.

Period Plan - 13
Introduction
Good morning children! How are you all doing? Children we saw Raju was hurt when he
tried to board the running train. This story happened on one day i.e., not now. You also listened to
the story I told you in the previous class.
Motivation
Divide the class into two groups and ask one group to show some action and other group
should name that action. Now ask the children to say what are the actions that are shown in the
pictures in pg. no. 15. Elicit the action words and write on the board.
143
Activity-1
Read the text in pg. no. 15 and underline the action words in the text. Say them aloud.
Board
Tried
Running
Fell
Broke
Taken
(The teacher should write those words on the BB.)
Activity-2
Can we write the same words in any other form example
Board – boarded, boarding
Tried
Running
Fell
Broke
Taken
Activity-3
This incident happened on a particular day in the past day. So these action are completed.
They are written in this form. If the action is happening right now what words should we use? Put
a tick mark for the word that indicate the present form of it.
Board, boarded, boarding
Running, ran, run
Tried, try, trying
Fell, fall, falling
Broke, break, breaking
Taken, took, take
Activity-4
Now write all the words with ‘ing’ in the space given
144
________________
________________
________________
________________
________________
These words speak about ongoing actions, that means the actions are in continuation.
Activity-5
Write any other 5 action words of your choice and add “ing”.

Period Plan - 14
Introduction
Good morning children! How are you all doing? Children we learnt many things in the earlier
class, do you remember? Let us recollect them by playing this game. (The teacher should make the
children form a line and move while singing the song Chuck… Chuck… in a circle the teacher should
stand holding 3 signs of red, orange and green colour in the junction.)
The instructions should be given that when the Teacher shows Red the line should stop and
when teacher shows green they should keep going.
Motivation : Did you observe anything on the road while you are traveling?
Teacher elicits the things that are observed by the children while traveling and writes the
words on the board.
Activity-1
Have you ever observe the signals in the middle of the road. So children you must have
come across signals and other notice boards or sign boards. Let us learn about the different sign
boards and what does they tell us.
145
Activity-2
Make a few sign boards using the waste card boards and write what they instruct us.

Period Plan - 15
Activity-1
Project work :
Make a train using the match boxes. (Textbook pg. no. 14)
Activity-2
Presentation of project work:
Teacher instructs the students present their project work group-wise.
146
Class-4
147
Day wise Day wise Year Plan
Class 4 - English
Prioritized Learning Outcomes from Class 1, 2, 3

1. listens and responds to simple conversations, description of objects with one or two words.
2. uses action words related to daily routine and words related to her/his surroundings.
3. talks about self/situations/pictures/images in English/ home language.
4. sings songs or rhymes with action and adds lines to rhymes with simple structure.
5. responds to questions related to stories in English/ home language/signs, orally and through writing.
6. describes a person/object/place in a few words and phrases.

7. reads small texts with comprehension i.e., identifies main idea, details and sequence and draws
conclusions.
8. uses a variety of nouns, pronouns, adjectives and prepositions in context as compared to previous
class.
9. uses vocabulary related to subjects like Maths, EVS relevant to class 3.
10. uses punctuation such as question mark, full stop and capital letters appropriately.
Class-4 Specific Learning Outcomes

11. enacts different roles in short skits.
12. responds to questions based on day-to-day life experiences, an article, story or poem heard or
read.
13. speaks briefly on familiar topics and experiences of day-to-day life like ‘conservation of water’;
‘a visit to a zoo’; ‘going to a mela’ Swachch Bharat etc.
14. uses punctuation such as question marks, full stop, and capital letters appropriately.
15. reads aloud by using proper pronunciation, intonation and pauses.
16. infers the meaning of unfamiliar words by reading them in context.
17. uses dictionary to find out spelling and meaning.
18. uses nouns, verbs, adjectives, and prepositions in speech and writing.
19. solves simple crossword puzzles, builds word chains etc.
20. reads printed script on the classroom walls, notice board posters and advertisements.
21. Uses linkers to indicate connections such as, and, but, first’, ‘next’, etc.
148
Year Plan - 2022-2023
Lesson outcomes
Jun 1 1 Bridging 1. Listens and Responding to A short narration/story Pictures
gap responds to commands and based on the Picture of
activity simple using action Interactive question to action
Picture 1 descriptions, words such as encourage speaking words
conversations come, go, Eliciting naming words
2. Uses action jump, clap and action words
words close the door, based on the picture
related to the open the book Displaying the elicited
daily routine etc. words on the chart/BB.
Activity on Vocabulary
Ex: Missing letters
Activity on extension of
Vocabulary.
Ex: Suffixes
Worksheet
2 Bridging 1. Listens and Listens and Continuation of the Picture
gap responds to responds to the story narrated on the 1
activity simple questions using previous day. Words
Picture 1 descriptions, home language/ Interactive question to chart.
conversations. English encourage speaking.
2. Uses action Revisiting the naming
words words and action
related to the words based on the
daily routine. picture elicited the
previous day.
Framing sentences
using the words.
Classroom Theatre:
Enacting the above
sentences.
Worksheet
3 Bridging 1. Listens and Express their Extension of the story Ques-
gap responds to views about to introduce new tions
activity simple the picture 1 vocabulary. chart.
Picture 1 descriptions, Interactive question to
conversations. encourage speaking.
2. Uses action Activity for vocabulary
words
149
Lesson outcomes
related to the Activity on extension of
daily routine Vocabulary
Ex: singulars-plurals
Worksheet
4 Bridging 1.Listens and Listens and Extension of the story Picture
gap responds to responds to the to introduce new 1
activity simple questions. vocabulary. Words
Picture 1 descriptions, Interactive question to chart.
2. Uses action Classroom Theatre
words Role play of the
characters in the story.
Writing the dialogues
used in role play.
Circling the words
learnt.
Worksheet
5 Bridging 1.Listens and Listens and Extension of the story Ques-
gap responds to responds to the to introduce new tions
activity simple questions. vocabulary. chart.
Picture 1 descriptions, Interactive question to
2. Uses action Writing a few lines on
words the topic discussed in
the story.
Activities on
vocabulary
Worksheet
Jun 2 1 Bridging 1. Talks about Talks about the A short narration/story Bridging
gap pictures/ picture. based on the Picture pic 2
activity images in Interactive question to
Picture 2 English/ encourage speaking
home Eliciting words based
language. on the picture
2. Describes a Displaying the elicited
person/ words on the chart/BB.
object place Activity on Vocabulary
in a few
words. Worksheet
150
Lesson outcomes
2 Bridging Listens and Listens and Continuation of the Picture
gap responds to responds to the story narrated on the 2
activity instructions, questions. previous day. Words
Picture 2 greetings and Interactive question to chart.
follows encourage speaking.
classroom Revisiting words based
English. on the picture elicited
the previous day.
Writing a conversation
using the above words.
Classroom Theatre:
Enacting the above
conversation.
Worksheet
3 Bridging Asks questions, Express their Extension of the story Ques-
gap expresses views about to introduce new tions
activity personal the picture 2 vocabulary. chart.
Picture 2 opinions, shares Interactive question to
experiences in encourage speaking.
simple English. Activity for vocabulary
Activity on extension of
Vocabulary
Ex: opposites
Worksheet
4 Bridging Reads and Reads the Extension of the story Words
gap writes words, words of the to introduce new chart.
activity phrases and given picture. vocabulary.
Picture 2 simple Interactive question to
sentences encourage speaking.
related to Classroom Theatre
various themes
related to his Mime action
immediate Circling the words
environment. learnt.
Worksheet.
5 Bridging Reads and Writes the Extension of the story Key
gap writes simple simple descrip- to introduce new words,
activity descriptions, tions. vocabulary. bridging
Picture 2 conversations Interactive question to words
and stories encourage speaking. chart.
151
Lesson outcomes
based on Activity for vocabulary
pictures given. Simple descriptions of
Uses meaningful given picture.
grammatically Worksheet.
correct
sentences to
describe and
narrate
incidents, and
for framing
questions
Jul 3 1 Bridging Talks about Talks about the Interactive questions Bridging
gap self/situations/ picture. based on the picture to pic 3
activity pictures/images encourage speaking.
Picture 3 in English / Eliciting words based
home language. on the picture
Displaying the elicited
words on the chart/BB.
Worksheet
2 Bridging Listens and Listens and A short conversation Words
gap responds to responds to the based on the picture. chart.
activity instructions, questions. Interactive questions to
Picture 3 greetings and encourage speaking.
follows Activity on Vocabulary
classroom
English Writing a conversation
using the above words
based the given picture.
3 Bridging Asks questions, Story A short story based on Ques-
gap expresses the picture. tions
activity personal Interactive questions to chart.
Picture 3 opinions, encourage speaking.
shares
experiences in Activity on Vocabulary
simple English. Writing a story using
Uses the above words based
meaningful the given picture.
grammatically
152
Lesson outcomes
correct
sentences to
describe and
narrate
incidents, and
for framing
questions.
4 Bridging Reads and Reads the Revisiting words based Words
gap writes words, words of the on the picture elicited chart.
activity phrases and given picture. the previous day.
Picture 3 simple Framing sentences
sentences using the words.
related to
various themes Classroom Theatre:
related to his Enacting the above
immediate sentences.
environment. Worksheet.
5 Bridging Reads and Classroom Extension of the story Clue
gap writes simple theatre to introduce new words
activity descriptions, vocabulary. chart
Picture 3 conversations Interactive question to for the
and stories encourage speaking. given
based on picture.
pictures given. Classroom Theatre
Mime action
Circling the words
learnt in a newspaper
learnt.
Worksheet.
Jul 4 1 Bridging Talks about Talks about the Interactive questions Bridging
gap self/situations/ picture. based on the picture to pic 4
activity pictures/images encourage speaking.
Picture 4 in English / Eliciting words based
home language. on the picture
Displaying the elicited
words on the chart/BB.
Worksheet
153
Lesson outcomes
2 Bridging Reads and Description A short description BG

gap writes words, based on the picture. Pic 4
activity phrases and Interactive questions to
Picture 4 simple encourage speaking.
sentences
related to Activity on Vocabulary
various themes Classroom theatre
related to his
Word grid
immediate
environment. Worksheet
3 Bridging Reads and Description Revising the description BG
gap writes words, of the previous class. Pic 4
activity phrases and Eliciting words based
Picture 4 simple on the picture.
sentences
related to Writing description
various themes using the above words
related to his based the given picture.
immediate
environment.
4 Bridging Reads and Story A short story based on BG
gap writes simple the picture. Pic 4
activity descriptions, Interactive questions to
Picture 4 conversations encourage speaking.
and stories
based on Framing sentences
pictures given. using the vocabulary
learnt on the previous
Uses day.
meaningful
grammatically Worksheet
correct
sentences to
describe and
narrate
incidents, and
for framing
questions.
154
Lesson outcomes
5 Bridging Reads and Story Extension of the story BG

gap writes simple based on the picture to Pic 4
activity descriptions, introduce new
Picture 4 conversations vocabulary.
and stories Interactive question to
based on encourage speaking.
pictures given.
Classroom Theatre
Writing a story using
the above words based
the given picture.
Worksheet
Jul 5 1 Bridging Talks about Talks about the Revisiting words based BG
gap self/situations/ picture. on the picture elicited. Pic4
activity pictures/images Framing sentences
Picture 4 in English / using the words.
home language.
Classroom Theatre:
Enacting the above
sentences.
Worksheet
2 Bridging Reads and Conversation A short conversation BG
gap writes words, based on the picture. Pic4
activity phrases and Interactive questions to
Picture 4 simple encourage speaking.
sentences
related to Role play
various themes Activity on Vocabulary
related to his
Worksheet
immediate
environment.
3 Bridging Reads and Conversation Revisiting the BG
gap writes simple conversation discussed Pic4
activity descriptions, on the previous day
Picture 4 conversations and writing an
and stories extended conversation
based on words and action
pictures given. words.
Worksheet
155
Lesson outcomes
Acts according
to the
instructions
given, in games/
sports, such as
'Hit the ball!"
"Throw the
ring.' 'Run to
the finish line!'
etc.
4 Bridging Reads and Description A short description Key
gap writes simple based on the picture. words
activity descriptions, Interactive questions to chart
Picture 4 conversations encourage speaking.
and stories
based on Activity on Vocabulary
pictures given. Writing a description
using the above words
based the given picture.
Worksheet
5 Bridging Reads and Editing Editing the Description Key
gap writes simple in due process. words
activity descriptions, Worksheet chart
Picture 4 conversations
and stories
based on
pictures given.
Jul 6 1 Unit-1 2.5 Talks about Talks about Picture interaction on Face
Ekalavya self/ self, expres- the theme of the face sheet
situations/ sions opinions sheet. pic
pictures/ Eliciting naming words Other
images in and action words that related
English / are going to appear in pics/
home the reading text videos
language. Ekalavya with the help
Face 2.4 Conducts of face sheet pic
sheet short Worksheet
interviews
of people
around him
156
Lesson outcomes
e. g
interviewing
grandparents,
teachers,
peers,
gardener
etc.
2 Face 1.3 Reads and Naming words, A simple story based Face
sheet writes action words on the face sheet. sheet
words, (Available in texts for Pic
phrases and listening in Appendix I Word
simple in the textbook) lists on
sentences Worksheet charts/
related to BB
various
themes
related to
his
immediate
environment.
3 A 1.3 Reads and Reads key Interaction on the Text-
Reading writes words of the pictures related to the book
Text words, reading text reading text.
(Reading phrases and graphically Matching the words
Chunk 1) simple written in their
sentences notebooks/chart/BB
related to with those in the lesson/
various reading text.
themes
related to Interaction for meaning
his making out of the key
immediate words using graphic
environment. reading
Classroom theatre
Model reading by
teacher
Group/pair reading
Worksheet
Loud reading by
students
157
Lesson outcomes
4 Discourse 1.5 Reads and Description Whole class activity

writes process with naming
simple words, action words
descriptions, and evolving simple
conversations sentences.
and stories Worksheet
based on
pictures
given.
5 A 1.3 Reads and Reads the text Interaction on the TB
Reading writes pictures related to the Chart
Text. words, reading text. with
(Reading phrases and Interaction for meaning key
Chunk 2) simple making out of the key words
sentences words using graphic and
related to reading. expres-
various sions
themes Group/pair reading.
related to Model reading by
his teacher.
immediate
Loud reading by
environment.
students.
Role play.
Worksheet.
Aug 7 1 A 1.3 Reads and Comprehends Revision of the story in TB
Reading writes the reading text the form of oral Charts
Text words, with the help of question and answers.
(Reading phrases and key expres- Activity on Vocabulary
Chunk 3) simple sions
sentences Interaction for meaning
related to making out of the key
various words using graphic
themes reading
related to Group/pair reading
his
Model reading by
immediate
teacher
environment.
Loud reading by
students
Worksheet
158
Lesson outcomes
2 A 1.3 Reads and Comprehends Revision of the story in
Reading writes the reading with the form of oral
Text words, the help of key question and answers.
(Reading phrases and expressions. Interaction for meaning
Chunk 4) simple making out of the key
sentences words using graphic
related to reading
various
themes Group/pair reading
his teacher
immediate
Loud reading by
environment.
students
Classroom theatre:
Mime show
Worksheet
3 A 1.3 Reads and Comprehends Revision of the story in
Reading writes the reading with the form of oral
Text words, the help of key question and answers.
(Reading phrases and expressions. Interaction for meaning
Chunk 5) simple making out of the key
sentences words using graphic
related to reading.
various
Group/pair reading.
themes
his teacher.
immediate Loud reading by
environment. students.
Just A Minute session.
Worksheet
4 Dis- 1.5 Reads and Description Classroom Theatre TB
courses writes Whole class activity Pic
simple process with naming
descriptions, words, action words
conversations and evolving simple
and stories sentences
based on
pictures Discourse construction.
given. Worksheet
159
Topic /
Period/ Lesson based learning Micro Suggestive
outcomes competences activities
Lesson
5 Discourses 1.5 Reads and writes Story Group and TB
simple Individual activity Pic
descriptions, for writing a
conversations and story.
stories based on Worksheet
pictures given.
2.5 Uses meaningful
grammatically
correct sentences
to describe and
narrate incidents,
and for framing
questions.
Aug 8 1 Grammar 1.5 Reads and writes Nouns and Whole class Tb Pic
simple Pronouns activity for
descriptions, writing a simple
conversations and conversation
pictures given.
2.4 Conducts short
interviews of
people around
him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
2 B Reading 1.2 Talks about self/ Talks about Whole class TB
School is situations/pictures/ the pictures interaction based Pictures
Fun images in English / related to the on the pictures
(Poem) home language. poem. given for the
Picture poem
interaction Worksheet
3 B Reading 1.3 Reads and writes Reads the Eliciting key TB
School is words, phrases poem words of the
Fun and simple poem.
(Poem) sentences related Model reading
Stanzas 1, to various themes by teacher
2 related to his Loud reading by
immediate students
environment. Worksheet
160
Topic /
Lesson
Stanzas 3 to various themes by teacher
related to his Loud reading by
immediate students
environment.
Choreography
Group work
1 stanza for each
group
Worksheet
5 Project 1.2 Talks about self/ Reads the Each group Charts
work situations/ instructions presents the
pictures/images in and makes a project work
English / home paper toy Worksheet
language.
Aug 9 1 Grammar 1.5 Reads and writes Nouns and Whole class Tb Pic
simple Pronouns activity for
conversations and conversation
pictures given.
2.4 Conducts short
interviews of
people around
him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
2 B Reading 1.2 Talks about self/ Talks about Whole class TB
School is situations/ the pictures interaction based Pictures
Fun pictures/images in related to the on the pictures
(Poem) English / home poem. given for the
Picture language. poem
interaction Worksheet
161
Topic /
Lesson

Stanzas 1, to various themes by teacher
2 related to his
immediate Loud reading by
environment. students
Worksheet
Stanzas 3 to various themes by teacher
related to his Loud reading by
immediate students
environment.
Choreography
Group work
1 stanza for each
group
Worksheet
5 Project 1.2 Talks about self/ Reads the Each group Charts
work situations/ instructions presents the
pictures/images in and makes a project work
English / home paper toy Worksheet
language.
Sep 10 1 Unit 2 1.2 Talks about self/ Talks about Picture Face
Face situations/ self, expres- interaction on the sheet
sheet pictures/images in sions opinions theme of the face pic
English / home sheet
language. Worksheet
2 Face 1.3 Reads and writes Naming Eliciting naming Face
sheet words, phrases words, action words and action sheet
and simple words words Pic
sentences related Worksheet
to various themes
related to his
immediate
environment.
162
Topic /
Lesson
3 A Reading 1.3 Reads and writes Reads key Interaction on the Text-
Text words, phrases words of the on pictures book
and simple reading text related to the
sentences related graphically reading text.
to various themes Worksheet
related to his
immediate
environment.
4 A Reading 1.3 Reads and writes Reads key Interaction for TB
Text words, phrases words of the meaning making Chart
and simple reading text out of the key with
sentences related words using key
to various graphic reading words
themes related to Worksheet and
his immediate expres-
environment. sions
5 A Reading 1.5 Reads and writes Comprehends Interaction on TB
Text simple the reading the entire story Charts
descriptions, with the help based on key
conversations and of key expres- expressions and
stories based on sions pictures
pictures given. Worksheet
Sep 11 1 Discourses 1.5 Reads and writes Description Whole class TB Pic
simple activity process
descriptions, with naming
conversations and words, action
stories based on words and
pictures given. evolving simple
sentences.
2 Discourses 1.5 Reads and writes Description Group and TB Pic
simple Individual activity
conversations and simple
stories based on description.
pictures given. Worksheet
3 Discourses 1.5 Reads and writes Conversation Whole class TB Pic
simple activity for
conversations conversation
and stories based Worksheet
on pictures given.
163
Topic /
Lesson
4 Discourses 1.5 Reads and writes Conversation Group work and TB Pic
simple individual activity
conversations and simple
stories based on conversation with
pictures given. two exchanges
2.4 Conducts short Worksheet
interviews of
people around
him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
5 Discourses 1.6 Asks questions, Word order Interaction for Charts
expresses and simple editing the group
personal punctuation works
opinions, shares Worksheet
experiences in
simple English.
Sep 12 1 B Reading 1.2 Talks about self/ Talks about Interaction for TB
Our situations/ the pictures editing the group
kittens pictures/images in related to the works
(Poem) English / home poems Worksheet
language.
2 B Reading 1.3 Reads and writes Reads the Whole class TB pic
Our words, phrases poem interaction based
kittens and simple on the pictures
(Poem) sentences related given for the
to various themes poem.
related to his Worksheet
immediate
environment.
Our words, phrases poem words of the
kittens and simple poem after
(Poem) sentences related singing the poem
to various themes aloud a few
related to his times and making
immediate the children sing
environment. along
Worksheet
164
Topic /
Lesson
4 B Reading 1.3 Reads and writes Talking about Group work Charts
Our words, phrases the theme of Worksheet
kittens and simple the poem
(Poem) sentences related
to various themes
related to his
immediate
environment.
5 Descrip- 1.3 Reads and writes Writing a few Presents their Chart
tion words, phrases simple sen- work about
and simple tences about one’s pet.
sentences related one’s pet Worksheet
to various themes
related to his
immediate
environment.
Oct 13 1 Unit-3 1.2 Talks about Picture TB pic
Together the given interaction on the
we live pictures theme of the face
Face sheet
sheet Worksheet
2 Unit -3 1.3 Reads and writes Naming Eliciting naming TB
Together words, phrases words, action words and action
we live and simple words words
Face sentences related Worksheet
sheet to various themes
related to his
immediate
environment.
3 A. Read- 2.3 Answers cohe- Answers the Eliciting answers TB
ing rently in written questions to the questions
or oral form to related to the
questions based face sheet and
on day-today life narration
experiences, Worksheet
unfamiliar story,
poem heard or
read.
2.5 Uses meaningful
grammatically
correct sentences
165
Topic /
Lesson
to describe and
narrate incidents,
and for framing
questions
4 A. Read- 1.3 Reads and writes Reads the Reads the given TB
ing words, phrases given text text and
and simple comprehend
sentences related graphically.
related to his
immediate
environment.
5 A. Read- 2.5 Uses meaningful Reads the Reads and TB
ing grammatically given text with understands the
correct sentences comprehen- given text.
to describe and sion Worksheet
narrate incidents,
and for framing
questions
Oct 14 1 Discourses 2.14 Uses different Compound Writes suitable TB
kinds of nouns, words compound
adverbs; words to the
differentiates given in the text
between simple book individually.
past and simple Worksheet
present verbs.
2 Discourses 2.14 Uses different Adjectives Writes suitable TB
kinds of nouns, adjectives to the
adverbs; given in the text
differentiates book individually
between simple Worksheet
past and simple
present verbs.
3 Descrip- 11 Writes story Writes story Picture
tion using picture clues
clues in group.
Worksheet
166
Topic /
Lesson
4 Descrip- 2.4 Conducts short Creative Writes the step- Chart
tion interviews of writing by-step process with
people around of preparing key
him e. g ganji and words
interviewing payasam.
grandparents, Worksheet
teachers, peers,
gardener etc.
2.13 Appreciates
either verbally /
in writing about
variety of food,
dress, customs,
festivals etc. as
read story
books; heard in
narratives; seen
in videos, films
etc.
5 Descrip- 2.13 Apprecia-tes Creative Writes the step- Chart
tion either verbally / writing by-step process with
in writing about of preparing ganji key
variety of food, and payasam. words
dress, customs,
Worksheet
festivals etc. as
read story
books; heard in
narratives; seen
in videos, films
etc.
Nov 15 1 B. Reading 1.2 Talks about self / Talks about Shares their TB
Three little situa-tions/pictu- the given opinions on the
rabbits res/images in pictures. given pictures
English / home Worksheet
language.
2 B. Reading 2.7 Reads text with Reads the Reads the given TB
Three little comprehen-sion given text text with
rabbits locates the details comprehension.
and sequence of Worksheet
events/connects
ideas that he/she
has inferred,
167
Topic /
Lesson
through reading
and interaction,
with his/her
personal
experiences.
3 B. Reading 2.2 Recites and Sings the Sings the rhymes TB
Three little shares songs, rhymes with rhyme and
rabbits poems, games, rhythm
riddles, tongue Worksheet
twisters etc, with
peers and family
members.
4 B. Reading 2.10 Writes simple Writes simple Writes their Key
Three little informal letters, descriptions opinion on the words
rabbits messages, play in groups chart
descriptions, Worksheet
conversations
and a ‘mini
biography’ and
‘mini autobio-
graphy’.
5 Editing 2.5 Uses meaningful Word order Interaction for Chart
grammatically and simple editing the group
correct punctuation. works
sentences to Worksheet
describe and
narrate
incidents, and
for framing
questions
2.13 Apprecia-tes
either verbally /
in writing about
variety of food,
dress, customs,
festivals etc. as
read story
books; heard in
narratives; seen
in videos, films
etc.
168
Topic /
Lesson
Nov 15 1 Unit 4 1.4 Sings songs, Talks about Picture T.B

A. Reading rhymes and the picture in interaction Face
(Face poems with English. Whole class Sheet
Sheet) proper activity.
expression. Worksheet
2 Narrative 1.1 Listens and Transaction of Interaction with T.B
responds to narrative the whole class
instructions, Worksheet
greetings and
follows classroom
English.
3 A. Read- 1.5 Reads and writes Transaction of Whole class T.B.
ing Picture simple reading text interaction, chart
interaction descriptions, individual, group
and conversations and activity
reading stories based on Worksheet
text pictures given.
4 A. Reading 1.5 Reads and writes Transaction of Whole class T.B.
Picture simple reading text interaction, chart
5 A. Read- 2.3 Answers Transaction of Interaction with T.B.
ing Com- coherently in comprehen- the whole class
prehension written or oral sive activity Worksheet
form to questions
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
Nov 16 1 Post 1.3 Reads and writes Identifies the Group activity T.B.
reading words, phrases names of fruits Worksheet Chart
(vocabu- and simple and veg-
lary) sentences related etables, pulses
to various themes
related to his
immediate
environment.
169
Topic /
Lesson
2 Grammar 2.14 Uses different Identifies the Whole class T.B.
(Auxiliary kinds of nouns, auxiliary verbs interaction,
verbs) adverbs; Group activity
differentiates Worksheet
between simple
past and simple
present verbs.
3 Letter 2.3 Answers Identifies the Whole class T.B.
reading coherently in format of the interaction Chart
written or oral letter through Worksheet
form to questions observation
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
4 Letter 2.9 Writes Writes the Group activity Chart
reading paragraphs from letter Worksheet B, B
verbal, visual
clues with
appropriate
punctuation
marks and
linkers.
2.11 Attempts to
write creatively
(descriptions,
stories, poems,
posters, etc.)
5 Editing 2.5 Uses meaningful Word order Interaction for Chart
grammatically and simple editing the group
correct punctuation. works
sentences to Worksheet
describe and
narrate
incidents, and
for framing
questions.
170
Topic /
Lesson
2.13 Appreciates
either verbally /
in writing about
variety of food,
dress, customs,
festivals etc. as
read story
books; heard in
narratives; seen
in videos, films
etc.
Nov 17 1 B. Reading 1.4 Sings songs, Listen to the Whole class B.B.
(poem) rhymes and poem under- interaction Chart
poems with stand the Worksheet
proper theme of it.
expression.
2 Choreog- 1.4 Sings songs, Listen and Whole class T.B,
raphy rhymes and understand the activity B.B
poems with theme of the Worksheet Chart
proper poem
expression.
3 Unit 5 1.4 Sings songs, Talks about Picture T.B
A. Reading rhymes and the picture in interaction Face
(Face poems with English. Whole class Sheet
Sheet) proper activity.
expression. Worksheet
4 Narrative 1.1 Listens and Transaction of Interaction with T.B
responds to narrative the whole class
instructions, Worksheet
greetings and
follows classroom
English
5 A. Read- 1.5 Reads and writes Transaction of Whole class T.B.
ing Picture simple reading text interaction, chart
171
Topic /
Lesson
Dec 18 1 A. Read- 1.5 Reads and writes Transaction of Whole class T.B.
ing Picture simple reading text interaction, Chart
2 A. Read- 2.3 Answers Transaction of Interaction with T.B.
ing Com- coherently in comprehen- the whole class
prehension written or oral sive activity Worksheet
form to questions
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
3 Post 1.3 Reads and writes Identifies the Group activity T.B.
reading words, phrases names of fruits Worksheet Chart
(vocabu- and simple and veg-
lary) sentences related etables, pulses
to various themes
related to his
immediate
environment.
(Auxiliary kinds of nouns, auxiliary verbs interaction,
verbs) adverbs; Group activity
between simple
past and simple
present verbs.
Activities kinds of nouns, auxiliary verbs interaction,
adverbs; Group activity
between simple
past and simple
present verbs.
172
Topic /
Lesson
Dec 19 1 Letter 2.3 Answers Identifies the Whole class T.B.
reading coherently in format of the interaction Chart
written or oral letter through Worksheet
form to questions observation
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
2 Letter 2.9 Writes Writes the Group activity Chart
reading paragraphs from letter Worksheet B, B
verbal, visual
clues with
appropriate
punctuation
marks and
linkers.
2.11 Attempts to
write creatively
(descriptions,
stories, poems,
posters, etc.).
3 B. Reading 1.4 Sings songs, Listen to the Whole class B.B.
(poem) rhymes and poem under- interaction Chart
poems with stand the Worksheet
proper theme of it
expression.
4 Choreog- 1.4 Sings songs, Listen and Whole class T.B,
raphy rhymes and understand activity B.B
poems with the theme of Worksheet Chart
proper the poem
expression.
5 Reads and - Listen and Whole class
understand understand the activity, group
the theme theme of the activity
of the poem Worksheet
poem
173
Topic /
Lesson
Dec 20 1 Reads and 1.4 Sings songs, Listen and Whole class and,
under- rhymes and understand the group activity.
stands the poems with importance of Worksheet
impor- proper the farmer
tance of expression.
the farmer
2 Unit 6 1.2 Talks about self/ Talks about Picture T.B
Pre situations/ the picture in interaction whole Face
reading pictures/images in English class activity Sheet
(face English / home Worksheet
sheet) language.
3 Narrative 2.3 Answers Brain Storm- Interaction with T.B
coherently in ing /mind whole class
written or oral mapping on Worksheet
form to questions narrative
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
4 Narrative 2.5 Uses meaningful Narrative Group Activity Chart
grammatically construction Worksheet
correct sentences
to describe and
narrate incidents,
and for framing
questions.
5 Editing 2.13 Appreciates Word order Interaction for Chart
either verbally / and simple editing the group
in writing about punctuation. works.
variety of food, Worksheet
dress, customs,
festivals etc. as
read story
books; heard in
narratives; seen
in videos, films
etc.
174
Topic /
Lesson
Dec 21 1 A Reading 2.7 Reads text with Transaction of Interaction with T.B.
Picture comprehension, reading text the Individual chart
interaction locates the details and whole class.
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
2 A Reading 2.7 Reads text with Transaction of Interaction with T.B.
text comprehension, reading text the individual chart
locates the details and whole class.
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
compre- comprehension, comprehen- the whole class B.B
hension locates the details sive activity Worksheet
and sequence of
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
4 Post 1.3 Reads and writes Transaction of Interaction with T.B.
reading words, phrases components the whole class chart
and simple vocabulary and individually.
to various themes
175
Topic /
Lesson
related to his
immediate
environment.
reading words, phrases components the whole class chart
and simple vocabulary and individually
sentences related (Antonyms) Worksheet
to various themes
related to his
immediate
environment.
Jan 22 1 Post 1.3 Reads and writes Transaction of Interaction with the T.B.
reading words, phrases components whole class
and simple vocabulary Worksheet
sentences related (Abbrevia-
to various themes tions)
related to his
immediate
environment.
reading words, phrases components the whole class
and simple Grammar and individually
to various themes
related to his
immediate
environment.
reading words, phrases component the whole class Chart
and simple writings an and Individual
sentences related Advertisement activity
related to his
immediate
environment.
4 B. Read- 1.4 Sings songs, Transaction of Group activity Chart.
ing (Poem) rhymes and component Worksheet T.B.
poems with poem
proper
expression.
176
Topic /
Lesson
5 B. Read- 2.2 Recites and Transaction of Whole Class and T.B.

ing shares songs, component Individual Chart,
poems, games, poem (com- activity Real
riddles, tongue prehension) Worksheet Objects
twisters etc, with
peers and family
members.
Jan 23 1 Unit 7 1.4 Sings songs, Talks about Picture T.B.
Pre rhymes and the picture in interaction whole Face
Reading poems with English class activity Sheet
(Face proper Worksheet
Sheet) expression.
2 Narrative 2.3 Answers Transaction of Interaction with T.B.
coherently in the narrative the whole class
written or oral Worksheet
form to questions
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
Picture comprehension, reading text the Individual Chart
Interaction locates the details and whole class
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
Reading comprehension, reading text the Individual Chart
Text locates the details and whole class
events/connects
ideas that he/she
has inferred,
177
Topic /
Lesson
through reading
and interaction,
with his/her
personal
experiences.
Compre- comprehension, Comprehen- the whole class
hension locates the details sive Activity Worksheet
and sequence of
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
Feb 24 1 Post 2.8 Reads print Transaction of Interaction with T.B.
Reading available in the Components the whole class Flash
surroundings vocabulary and individually cards
(advertisements, (Noun and Worksheet
sign boards, Verb)
directions, etc.),
understands and
answers queries.
2 Post 2.8 Reads print Transaction of Interaction with T. B.
Reading available in the Components the whole class chart
surroundings (Grammar) Worksheet Flash
(advertisements, Modal /Modal cards
sign boards, verbs
directions, etc.),
understands and
answers queries.
3 Post 2.8 Reads print Transaction of Interaction with T. B.
Reading available in the Components the whole class
surroundings (Grammar) Worksheet
(advertisements, Modal /Modal
sign boards, verbs
directions, etc.),
understands and
answers queries.
178
Topic /
Lesson
4 Post 2.8 Reads print Transaction of Interaction with T.B.

Reading available in the components the whole class B.B
surroundings writing a Worksheet
(advertisements, Letter
sign boards,
directions, etc.),
understands and
answers queries.
5 Post 2.12 Writes and Transaction of Interaction with T.B.
Reading speaks on component the whole class Chart
environment, writing Worksheet
food, transport (Favorite
and social issues game)
etc. and express
personal views.
Feb 25 1 B. Read- 1.1 Listens and Transaction of Group Activity T.B.
ing Poem responds to component Worksheet
(Our instructions, (Poem)
Legacy) greetings and through
follows classroom picture
English interaction
2 B. Read- 1.7 Transaction of Whole class T.B.
ing component interaction, Chart
(Poem) Individual, Group
reading the Activity
text Worksheet
3 B. Read- 2.8 Reads print Transaction of Interaction with T.B.
ing available in the component whole class, Chart
surroundings (Poem) group activity
(advertisements, reading the Worksheet
sign boards, text
directions, etc.),
understands and
answers queries.
4 B. Read- 2.12 Writes and Transaction of Whole class T.B.
ing speaks on comprehen- activity, group
environment, sive activity activity
food, transport Worksheet
and social issues
etc. and express
personal views.
179
Topic /
Lesson
5 B. Read- 2.12 Writes and Transaction of Whole class T.B.
ing speaks on comprehen- activity, group
environment, sive activity activity
food, transport Worksheet
and social issues
etc. and express
personal views.
Feb 26 1 Unit 8 1.4 Sings songs, Talks about Picture T. B.
Pre rhymes and the picture in interaction whole Face
Reading poems with English class activity Sheet
(Face proper Worksheet
Sheet) expression.
2 Narrative 2.3 Answers Transaction of Interaction with T. B.
coherently in the narrative the whole class
written or oral Worksheet
form to questions
based on day-
today life
experiences,
unfamiliar story,
poem heard or
read.
3 A Reading 2.7 Reads text with Transaction of Whole class T.B.
Picture comprehension, reading text interaction, Chart
Interaction locates the details individual, group
and sequence of activity
events/connects Worksheet
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
4 A Reading 2.7 Reads text with Transaction of Whole class T.B.
Reading comprehension, reading text interaction, Chart
Text locates the details individual, group
and sequence of activity
events/connects Worksheet
ideas that he/she
has inferred,
180
Topic /
Lesson
through reading
and interaction,
with his/her
personal
experiences.
Compre- comprehension, Comprehen- the whole class
hension locates the details sive Activity Worksheet
and sequence of
events/connects
ideas that he/she
has inferred,
through reading
and interaction,
with his/her
personal
experiences.
Mar 27 1 B. Read- 1.1 Listens and Transaction of Group activity T.B.
ing (Keep responds to Component Worksheet Chart
your spirit instructions, (poem)
high) greetings and through
English interaction
2 Post 1.1 Listens and Transaction of Group activity T.B.
Reading responds to Component Worksheet Chart
instructions, (poem) though
greetings and picture
follows classroom interaction
English
3 Post 1.1 Listens and Transaction of Group activity T.B.
Reading responds to Component Worksheet Chart
instructions, (poem) though
greetings and picture
follows classroom interaction
English
4 Post 2.6 Reads story Transaction of Whole class, T.B,
Reading books, news comprehen- group activity B. B
items/ headlines, sive activity Worksheet
advertisements
etc. talks about
181
Topic /
Lesson
them, and
composes short
paragraphs.
2.8
5 Post 2.6 Reads story Transaction of Whole class, T.B,
Reading books, news comprehen- group activity B. B
items/ headlines, sive activity) Worksheet
advertisements
etc. talks about
them, and
composes short
paragraphs.
2.12 Writes and
speaks on
environment,
food, transport
and social issues
etc. and express
personal views.
Mar 28 1 B. Read- 1.1 Listens and Transaction of Group activity T.B.
ing Poem responds to component Worksheet
(Our instructions, (Poem)
Legacy) greetings and through
English interaction
2 B. Read- 1.6 Transaction of Whole class T.B.
ing Poem component interaction, Chart
(Our (Poem) Individual, Group
Legacy) reading the Activity
text Worksheet
3 B. Read- 2.8 Reads print Transaction of Interaction with T.B.
ing available in the component whole class, Chart
surroundings (Poem) group activity
(advertisements, reading the Worksheet
sign boards, text
directions, etc.),
understands and
answers queries.
182
Topic /
Lesson
4 B. Read- 2.6 Reads story Transaction of Whole class T.B.
ing books, news comprehen- activity, group
items/ headlines, sive activity activity
advertisements Worksheet
etc. talks about
them, and
composes short
paragraphs.
2.12 Writes and
speaks on
environment,
food, transport
and social issues
etc. and express
personal views.
5 B. Read- 2.6 Reads story Transaction of Whole class T.B.
ing books, news comprehen- activity, group
items/ headlines, sive activity activity
advertisements Worksheet
etc. talks about
them, and
composes short
paragraphs.
2.12 Writes and
speaks on
environment,
food, transport
and social issues
etc. and express
personal views.
183
Class 4
Period Plan - 1
Bridge Gap Activity Picture-1
Topic : A Village
Introduction and motivation: Teacher develops rapport with students using informal conversation
and leads to the topic “A village”.
Ex : Good Morning dear students. How are you all today? How are your friends? Do you all have
friends? Who is your best friend? Last evening I read a story. It was about two friends. One
of the friends lived in a village. Do you like to hear the story? Yes!!
Teaching Learning Activities :
Activity-1 : Listening:
Ravi was a fisherman who lived in a village called Maddur. His friend Anil was a Doctor. He lived
in a town. One day Ravi came to the town to meet his friend Anil. But, he felt disappointed because
Anil was busy with his work. He came back to the village. After a few days Anil fell ill. He needed
to take rest for some days. He came to Maddur and spent time with Ravi’s family. He recovered
very soon. Then he thought of staying in the village permanently and serving the villagers.
Activity-2 : Speaking
Interactive questions:
1. Where did Ravi live?
2. Do you live in a village or a town?
3. Which place do you like to live in, a village or a town?
4. What do we see in a village?
Activity-3 : Reading (Picture/ Graphical reading) :

The teacher starts a conversation about the village using the picture in page 1 in the textbook.
Ex : Now all of you open your text books at page 1 and observe the picture. What do you see
there? What are the villagers doing in this picture? What are the other things do you see in the
picture.
S/he elicits some naming words (nouns) and action words (verbs ) related to the picture and
puts them on the chart/black board.
184
Men, women, farmer, fisherman, bicycle, lamb ,fishing, carrying, sitting, flying, riding, sailing,
washing, playing, walking,
Activity 4 : Writing
The teacher distributes some slips to the students in which the above words are given with
a few missing letters. The students are instructed to write the missing letters. If needed they can refer
to the words on the BB/chart
Activity-5 : Suffixes -ing

The teacher displays a chart with the above actions words in the base verb form. S/he
instructs the students to add ‘-ing’ and read the word. S/he also asks them to observe the other
changes in some words like addition /deletion of the last letter in the base verb form.
Ex : carry-carrying (no change)
sit-sitting (addition of a letter)
ride-riding (deletion of the letter)
Activity-6 : Worksheet-1

Period Plan - 2
Bridge Gap Activity Picture-1
Topic : Village life
Introduction and Recapitulation: Teacher develops rapport with students using informal conversation
and leads to the topic “Village life”.
Ex: Good Morning dear students. How are you all doing today? Hope you remember we learnt
about two friends Ravi and Anil. Anil finally decides to settle down in the village Maddur. We also
saw different villagers engaged in different activities. Today let’s learn a little more about the Village
life.
The teacher continues the story narrated in the previous class and shows the items in the
picture in page 1 in the textbook as and when they are mentioned in the story.
Ex : temple, lake, washerman, hut.
185
Anil wanted to know more about the village and the people living there. One morning he
went to the temple on the hills. The village lake looked beautiful and the huts beside the looked very
small from there. Next day he went for a walk by the lakeside. There he saw a washer man washing
clothes in the lake. Some boys were swimming. There was a boat man. Anil asked the boat man
to sail him to the other side.
1. What did Anil want to know?
2. Where was the temple?
3. How did the huts look from the hiil?
4. Where did Anil go for a walk?
5. Where was the washer man washing clothes??
6. What were the boys doing?
Activity-3 : Reading (Picture/ Graphical reading):

The teacher starts a conversation about the village using the picture in page 1 in the textbook.
Ex : Imagine you are Anil walking by the lake side. What are all the things you observe around.
Look at the picture and tell me.
S/he recollects the naming words (nouns) and action words (verbs ) discussed in the previous
class and elicits some more words related to the picture and puts them on the chart/black board.
She draws a table with three columns and puts all the nouns in the first column and action words
in the last column and leaves the middle column empty.
Ex: A farmer Riding a bullock cart
A fisherman Fishing
Some boys Swimming
A washer man Washing clothes
Some women Walking
Activity-4 : Writing
The teacher asks the students to frame sentences orally using the words given in the table.
S/he makes necessary changes and corrections in the answers given by them and writes the correct
sentences in the middle column. Ex:
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The teacher instructs the students to copy the sentences in their notebooks.
A farmer A farmer is riding a bullock cart. riding a bullock cart

A fisherman A fisherman is catching fish. catching fish
Some boys Some boys are swimming. swimming
A washer man A washer man is washing the clothes. washing clothes
Some women Some women are walking. walking
Activity-5 : Classroom theatre

The teacher instructs the students to sit in groups. Each student in the group picks a sentence
of his choice from the table and enacts it silently. Other students in the group have to recognise the
sentence and read it aloud.
Activity 6: Worksheet-2

Period Plan - 3
Bridge Gap Activity Picture -1
Topic – Fish Curry
Introduction: Teacher develops rapport with students using informal conversation and leads to the
topic “ Fish Curry”.
Ex: Good morning dear students. How are you all today? Hope you have completed your home
work. Let’s recollect what we have learnt in the previous classes.
Motivation:
1. What was the name of the village?
2. What were the people at the lake doing in the picture?
3. What was the fisherman doing?
4. What do you think he will do after catching fish?
5. How many of you eat fish?
6. Do you like fish curry?
Do you like to know how fish curry is prepared? Let’s listen to this story.
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One day Anil bought a golden colour fish from the fisherman at the lakeside. He and his wife
decided to make a delicious fish curry for lunch. Sonu and Karuna were their kids. They were very
much excited to see their parents cooking fish curry. Sonu sat beside his mother and started cleaning
the fish and cut it into pieces. Karuna watched Anil. He chopped some onions and chillies and
lit the stove and kept a bowl on it. His wife poured two table spoons of oil and added chopped
onions and chillies. When the onions turned to brown she added fish pieces, 2 spoons of salt, 3
spoons of red chili powder, ½ spoon turmeric powder,1 spoon jeera powder, 1 spoon ginger, garlic
paste, 1 big tomato chopped into pieces. She allowed it to fry for 5 minutes and added 2 cups water
and kept a plate on it. She cooked it for 15 minutes. Finally, she added coriander. Sonu and Karuna
could smell the delicious curry. Their mouth watered. At last, their mother served the hot fish curry
with rice.
Activity-2 : Speaking:
1. What was the colour of the fish?
2. Who brought the fish?
3. Who were Sonu and Karuna?
4. Why were they excited?
5. Who made fish curry?
6. Who cooks at your home?
Activity-3 : Draw a beautiful fish and colour it.
Activity-4 : Vocabulary
List the ingredients that are used in fish curry and mention the quantity of the ingredients used.
(Teacher displays the preparations of Fish Curry on a chart.)
Ex: Salt – 2 spoons
Jeera powder – 1 Spoon
Singular-Plural
The teacher explains that In the above activity when the quantity was 1 , the word ‘spoon’,
was used and when it is more than 1’ spoons’ was used. The teacher underlines the words pieces,
spoons, onions, chillies, minutes in the story, reads the words aloud and discusses the concept
of singular and plural.
Ex: What is the difference between the words piece and pieces.Yes , if there is only one we say
piece , if there are more we say pieces.
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More examples:
A piece - pieces
A spoon - spoons
Now write the names of any five things you can see around you and then write their
plurals.
Eg. A bag-bags
Activity 7: Worksheet-3

Period Plan - 4
Topic – Occupations
Introduction & Recapitulation : Teacher develops rapport with students using informal conversation
and leads to the topic “Occupations”.
Ex: Good Morning dear students. How are you children? Let’s start our class by recalling previous
class. We saw that Anil brought a fish from the fisherman. We know that fisherman is a person who
catches fish and sells them to earn money. Let us see the picture once again and identify different
jobs people do to earn money.
Teacher randomly elicits some responses from the students and encourages them to think
beyond the picture by asking questions.
Ex : What are the other works/jobs people do to earn money ?
Teaching Learning Activities:

Anil’s daughter Karuna was in class II. One day she came from school. After playing for
some time, she remembered about her English project work given by her teacher on Occupations.
The different works/jobs people do to earn money are known as the occupations. The teacher had
asked her to collect the information of the occupations of people nearby their house. First, Karuna
went and asked her Dad.
Karuna : Dad, how did you become a doctor?
Dad : I studied MBBS and practiced for 3 years in a Government Hospital and
became a doctor, dear.
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Then Karuna goes to her grandfather.
Karuna : Good Evening grandpa.
Grand pa : Good Evening my dear.
Karuna : What did you use to do when you were young?
Grand pa : I was a farmer. I used cultivate farms. Even now, I feel happy growing plants
in our garden.
Karuna goes to her uncle’s house. He is a carpenter.
Karuna : May I come in Uncle?
Carpenter : Yes my dear.
Karuna : Uncle, may I know what are the items you make?.
Carpenter : Yes Karuna. I make doors, windows, tables, chairs, sofas etc.
Karuna : That’s awesome. Thank you uncle.
Karuna goes to her aunt’s place. She is a tailor.
Karuna : Hello Aunty.
Aunty : Hello Karuna, How are you?
Karuna : I am fine aunty. can you say what are the items you stitch?
Aunty : I stitch skirts, blouses, frocks, nighties, chudidars etc.
Karuna : Thank you Aunty for the information.
Finally Karuna goes to a shop and asks the shopkeeper.
Karuna : How are you mama?
Shopkeeper: I am fine dear. What can I do for you?
Karuna : Mama, I want to know about the items you sell in your shop?
Mama : Ok dear! I sell all types of food items like fruit, vegetables, milk, curd, pulses,
dry fruit, jams.
Karuna : Thank you mama!
Karuna then came home and wrote down all the information in her note book.
The teacher asks the students the following questions and elicits the answers in complete
sentences.
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1. Who gave the project work to Karuna?
2. Why does grandpa like to grow plants?
3. What is Karuna’s Mama?
4. Who stitches blouses?
Activity-3 : Classroom Theatre

The teacher asks the students to do the Role Play of the characters in the story.
Roles : Karuna, the teacher, Dad, Grand Pa , tailor, shopkeeper, carpenter,
Teachers writes a few selected dialogues from the role play on the blackboard. Students
copy down the dialogues in their notebooks.
Activity-5 : The teacher shows the following short video on Occupations.

https://www.youtube.com/watch?v=G5UHA2sf-IE
Activity-6 : Circle the names of occupations
d o c t o r Doctor Potter
s r p o e t Driver
t a i l o r Poet
Tailor
r m o v h k
Farmer
f a r m e r
Cook
p o t t e r
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Period Plan - 5

Topic – Drinking Water
Introduction and Motivation:
Teacher develops rapport with students using informal conversation and leads to the topic
“Drinking Water”.
Ex: Good Morning students. I hope you all are doing well. Is anyone absent today? I think
all of you have completed your home work. Children, what did we learn in the last class? You are
right! We learnt about different occupations. Now look at the picture on page no1 again and tell
me what are the different people at lake doing? Yes. A washer man is washing clothes. A few boys
are swimming. A fisherman is catching fish. What are the other ways the water is used in our daily
life? Yes, we use water to drink, bathe, wash, watering plants etc. What happens if we drink unclean
water? Let’s listen to a conversation in Karuna’s classroom.
Teaching Learning Activities:
Amit was studying in Karuna’s class. Once he was absent for school for a week. When he
came to school the following conversation took place between the teacher and him.
Conversation between the teacher and Amit:
Teacher : Amit, why were you absent last week?
Amit : I was not well. I had diarrhoea.
Teacher : Oh, have been drinking unclean water?
Amit : Actually there was a problem with our tap connection. So all these days we were
getting water from lake water nearby our house.
Teacher : Did you call the plumber?
Amit : Yes ma’am. Plumber came last evening. Now everything is good.
Teacher : Amit, are other villagers using the lake water?
Amit : The villagers are using lake water to wash clothes, animals, vehicles, and for
fishing and swimming too .
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Teacher : Oh, and you have been drinking the water from the same lake?
What is the colour of lake water?
Amit : It is light green in colour.
Teacher : Anil, never again drink that water without boiling it for at least 20 minutes. That
water is not safe to drink.
Activity-2 : Speaking:
1. What is the name of the boy?
2. Why was Amit absent for school?
3. Why did Amit drink lake water?
4. How did the lake water get polluted?
5. Why should we boil water before drinking?
Write as many words as possible using the letters given below.
B C L O Water Lake
V U E D Field Clean
F S R M Bath Boil
T P I O Swimming Health
W N G H Tap Pure

Teacher passes a water bottle among the students. Each student has to hold the bottle and
tell one use of water beginning the sentence with 'I use...'. Teacher writes all the sentences on a
chart / BB.
Ex : I use water for cleaning.
193
Unit-1: Ekalavya
Period Plan - 6
Reading A : Ekalavya
Face Sheet
Introduction and Motivation :
“Ekalvya”.
Ex: Good morning children! How are you all doing today?Have all of you had your breakfast? It
is warm/cool/pleasant outside. (Teacher randomly enquires a few students about their health, home
and other activities. She can make use of students’ home language where required.)
Do you think it would be nice to sit outside than in a class room? In olden days, there used
to be no class rooms. Students used to sit under trees and study. So, What do you think we are
going to study today?Yes. You are right. Unit 1. Ekalavya. Have you ever heard of him? First
let’s observe the picture given at page no.5
(*** Teacher specifically points at it and says “Unit 1. Ekalavya” page 5)
Activity-1 : Listening and Speaking:

Teacher moves around the class and ensures everybody has opened the book at the exact
page and then poses a few interactive questions in addition to the questions given.
2. Do you like it?
3. What do you like/don’t like in the picture?
4. Who do you think is the man under the tree? What is he doing?
5. What is the difference between your school and the school you see in the picture?
Teacher elicits a few words related to the picture and repeats the elicited words syllabically
and puts them on a chart/BB. If the students reply in their home language teacher megaphones the
responses into English and writes them on the BB. She may repeat the words syllabically two/three
times)
Ex. stu-dents, tea-cher, chil-dren, saint, vi-lla-ge, for-est, tree, si-tting
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Teacher instructs the children that she would read words from the BB and they should either
show the person/object or enact it.
Ex. When she reads out ‘pen’ they should show it. If teacher says ‘writing’ they have to enact it.
Activity-4 : Reading and Writing

Teacher instructs the students to copy the words on the chart/ BB into their notebooks.
Teacher asks them to match the words in the notebook and on the Chart/BB and make necessary
corrections. They may exchange their notebooks for a re-check. Then they read out the words in
their groups. (Self and peer evaluation)
Activity 5 : Worksheet-6
Unit-1: Ekalavya
Period Plan - 7
Face Sheet
Introduction and Motivaton: : Teacher develops rapport with students using informal conversation
and leads to continuation of the topic “Ekalvya”.
Ex: Good morning children! How are you all? (Teacher randomly enquires a few students about
their health, home and other activities. She can make use of students’ home language where
required). First let’s observe the picture again. Open the book at page no.5. Show me where
the Unit number and title are mentioned. Unit 1. Ekalavya. (Teacher moves around the class and
ensures everybody has opened the book at the exact page and points at and says “Unit 1. Ekalavya”
page 5)
Then she revises the previous day’s interactive questions and poses a few additional questions..
• What do you see in the picture?
• Who do you think is the man under the tree? What is he doing?
• What is the difference between your school and the school you see in the picture?
• Would you like to listen to the story of Ekalavya?
195
Teacher reads out the listening passage of unit-1 given in the Appendix-1 (page 112) two
or three times) with proper pause and intonation.
Interactive questions
• What is the passage about?
• Who was Dronacharya?
• Who were his students?
• How many were Pandavas?
• What are their names?
• How many were Kouravas?
• How many names of Kouravas are given in the story?
• Who was Dronacharya’s favourite student?
• What was Arjuna good at?
• The art of shooting arrows is called archery. Can you guess what the person who shoots
arrows is called?
Teacher repeats a few questions from the above discussion and elicits the words related to
the picture and ensures everybody is comfortable pronouncing them by repeating them as many
times as needed. Teacher repeats the elicited words syllabically and puts them on a chart/BB. She
may ask them to repeat the words syllabically two /three times)
Ex. Dro-na-char-ya,
ro-yal,
prni-ces,
Pan-da-vas,
Kou-ra-vas,
Ar-ju-na,
fa-vou-rite,
ar-cher,
E-ka-lav-ya,
ar-che-ry,
gu-ru-ku-la
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Teacher instructs the children that she would read words from the BB and they may show
the word in the text (Reading A).
Ex. When she reads out ‘Arjuna’ they should show it from the text.
Teacher instructs the students to copy the words on the chart/BB into their notebooks.
Teacher asks them to match the words in the notebook and on the Chart/BB and make necessary
corrections. They may exchange their notebooks for peer checking. Then they read out the words
in their groups. (Self and peer evaluation)
Unit-1: Ekalavya
Period Plan - 8
Reading A
Dronacharya was … fell at his feet
Ex: Good morning children! How are you all doing today? Are you all obedient like Arjuna? And
want to be skilful too? Are you ready with your weapons? What are your weapons? Books , pens
and pencils. Right? Now, tell me , what did we discuss yesterday? We read about Gurukulas,
Pandavas, Kouravas, Dronacharya . But who is the actual hero of our story. Yes. Ekalavya. Would
you like to know more about him? Yes. Now let’s continue to read the story. Open your books at
Page 7.
(Teacher moves around the class and ensures everybody has opened the book at the exact
page and then poses a few interactive questions)
Activity-1 : Listening and Speaking

Teacher plays the video (first 26 sec only) and instructs the students to watch it carefully and
repeat as many dialogues as they remember from the video.
https://www.youtube.com/watch?v=YYq503qZWTg
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Activity-2 : Reading Comprehension
Teacher asks them to sit in groups and try to read and understand first two paragraphs
(Dronacharya was… fell at his feet) using the key words and pictures. (Note: At this stage the
students may not read or understand and it is expected. The brainstorming and making
efforts to understand in group discussions is important. Graphical reading and recognizing
at least a few words is expected)

Teacher distributes the slips with following words written on them. Each of the students has
to read the word given to him/her and find the student holding a matching word. Both of them
should pair up and read the words aloud.
Ex: Pandavas and Kouravas; Princes
Arjuna; favourite student of Dronacharya,
Ekalavya; son of a tribal chief
Dronacharya; a royal teacher

Teacher asks a few questions to ensure the overall comprehension. Teacher sums up the gist
of the passage while discussing the questions.
Who were Pandavas and Kouravas?
Who was their teacher?
What did Dronacharya promise to Arjuna?
Who was Ekalavya?
What was Ekalavya’s wish?
198
Unit-1: Ekalavya
Period Plan - 9
Discourse construction based on Reading A
Dronacharya was … fell at his feet
Ex: Good morning children! How are you all doing today? Are you all obedient like Arjuna? And
want to be skilful too? Are you ready with your weapons? What are your weapons? Books, pens
and pencils. Right? Now, tell me, what did we discuss yesterday? We read about Gurukulas,
Pandavas, Kouravas, Dronacharya . But who is the actual hero of our story. Yes. Ekalavya. Would
you like to know more about him? Yes.
Let’s open books and see the pictures first. Tell me which page ? Yes Page 6
page)
Activity-1 : Picture Reading

Teacher instructs the students to observe the picture given in page 6 and tell the names of
the persons/places/things/actions in the picture. She puts the elicited words on the blackboard/chart.
Activity-2 : Discourse construction

Description
Teacher instructs the students to sit in groups and observe the picture given in page 6. She
instructs them to discuss with in the groups and write a description of the picture in 4 to 5 lines using
the following hints. They may refer to the words put on the blackboard/chart in the previous activity.
Hints:
1. What place is it?
2. What things do you see in the picture?
3. Who are there in the picture?
4. What are they doing?
199
Activity-3 : Discourse Presentation
Teacher instructs all the groups to present the discourse they have prepared to the whole
class and take feedback from other students. Teacher also gives feedback.
Activity-4 : Discourse Editing

Teacher writes any one of the group presentations on the black board/chart and
edits it interacting with the whole class. (Pls refer to Primary English teachers’ handbook
for detailed editing process)
Activity 5 : Discourse Presentation (Teacher’s Version)

Teacher presents her version on a chart/blackboard. Students copy it their notebooks.
Unit-1: Ekalavya
Period Plan - 10
Reading Chunk 2 : He said … can go back
and leads to continuation of the topic “Ekalvya”. She randomly elicits a few words through
interactive questions.
Ex : Good morning children! Hope you have all had a nice breakfast. By the way, have you tried
to read the passage from the lesson Ekalavya? How many words are you able to read/recognize?
• What did we learn about Ekalavya?
• Who was he?
• What did Ekalaya ask Dronacharya to do?
• Did he accept? Why/why not?

Teacher plays the video (first 55 sec only) and instructs the students to watch it carefully and
repeat as many words/ sentences/dialogues as they remember from the video.
200
Teacher asks the students to look at the pages 7 and 8 and try to recognize as many words
as possible.
Dronacharya, Pandavas, Kouravas, forest, dog, mouth, arrows, archer, Ekalavya, Nishada,
guru.
Teacher elicits the words and displays them on a chart/BB. And she instructs them to
underline those words in the passage.

Teacher asks them to sit in groups and try to read and understand the continuation of the
passage using the key words and pictures.
(Note: At this stage the students may not read or understand and it is expected. The
brainstorming and making efforts to understand in group discussions is important. Graphical
reading and recognizing at least a few words is expected)
Teacher asks a few questions to ensure the overall comprehension. Then she sums up the
gist of the passage while discussing the questions.
1. Who was Ekalavya?
2. Who was Dronacharya?
3. Why did Ekalavya come to Dronacharya?
4. Why did Dronacharya reject Ekalavya as his student?
Activity-4 : Model reading and loud reading

Teacher reads out the passage with proper pause and intonation for 2 or 3 times. Students
listen to her carefully and repeat after her. Then she randomly asks a few students to read a few
lines from the passage aloud.

Role play of Dronacharya, Arjuna and Ekalaya.
(Students may use their home language. Teacher helps them repeat the dialogues in English)
201
Unit-1: Ekalavya
Period Plan - 11
Reading Chunk 3: Ekalavya was … its sound.
Introduction and Motivaton : Teacher develops rapport with students using informal conversation
Ex : Good morning children! Hope you have all had a nice breakfast. By the way, have you tried
to read the passage from the lesson Ekalavya? How many words are you able to read/recognize?
She randomly elicits a few words.
• Who was he?
• What did Ekalaya as Dronacharya to do?

Teacher instructs them to watch the following video and repeat as many dialogues as they
can from the video. https://www.youtube.com/watch?v=YYq503qZWTg (shows the complete
video 3.20 min.)

(Note: At this stage the students may not read or understand and it is expected. The
brainstorming and making efforts to understand in group discussions is important. Graphical
reading and recognizing at least a few words is expected)
Who went to forest?
What did the dog do?
202
What happened then?
Who shot the arrows?
What did Dronacharya ask as Guru dakshina?
What did Ekalavya do?
If you were Ekalavya what would you have done?

Teacher reads out the passage with proper pause and intonation 2 or 3 times. Students listen
to her carefully and repeat after her. Then she randomly asks a few students to read a few lines from
the passage aloud.
Unit-1: Ekalavya
Period Plan - 12
Reading Chunk 4: Soon they saw...replied Ekalavya
Introduction and Motivaton : Teacher develops rapport with students using informal conversation
Ex: Good morning children! Have you all had a nice breakfast? Hope you all like and remember
the story Ekalavya. Let’s recollect what we have learnt so far.
• How did Ekalavya learn archery?
Now let’s continue to read the story. Open your books at Page 8. (Teacher moves around
the class and ensures everybody has opened the book at the exact page)

203
Teacher asks a few questions to ensure the overall comprehension. Teacher sums up the gist
of the passage while discussing the questions.
Who went to forest?
What did the dog do?
What happened then?
Who shot the arrows?

Teacher places a few chits with some words written on them in a bowl. Students pick one
chit each and enact the word given in it. Other students have to recognise the word. All the students
have to get an opportunity to perform.
Ex: humble, young, practice, image, archery, arrows

the passage aloud.
Unit-1: Ekalavya
Period Plan - 13
Reading Chunk 5: Dronacharya was excited...guru’s feet.
• How did Ekalavya learn archery?
Now let’s continue to read the story. Open your books at Page 8. (Teacher moves around
the class and ensures everybody has opened the book at the exact page )
204

passage using the key words and pictures. Teacher asks a few questions to ensure the overall
comprehension. Teacher sums up the gist of the passage while discussing the questions.
1. How did Dronacharya feel?
2. What do you understand by Gurudakshina?
3. Why did Ekalavya pay his Gurudakshina
4. Do you think Dronacharya was right? Why/why not?

the passage aloud.

Teacher conducts a Just A Minute (JAM) session. Students have to talk on 'How Ekalavya
would have felt after he gave away his thumb as Gurudakshina' for a minute. Teacher writes the key
points of each presentation on a Chart.
Unit-1: Ekalavya
Period Plan - 14
Discourse based on Reading A
Introductionand Motivaton : Teacher develops rapport with students using informal conversation
and leads to continuation of the classroom theatre on “Ekalvya”.
Activity-1 : Class room Theatre

Teacher continues the JAM session on “How Ekalavya would have felt after he gave away
his thumb as Gurudakshina’. Teacher continues to write the key points of the presentation on the
same chart and displays it in the classroom after the JAM.
205
Activity-2 : Discourse construction; Description
Teacher instructs to discuss within the groups and write a description on the following topic
in 4 to 5 lines. They may refer to the key points of the JAM session in the previous activity.
Topic: Imagine that you are Ekalavya. You have paid your Gurudakshina by giving away your right
thumb. Describe your feelings.


edits it interacting with the whole class. (Pls refer to Primary English teachers’ handbook
Activity-5 : Discourse Presentation (Teacher’s Version)

Teacher presents her version on a chart/blackboard. Students compare it with their version.
Teacher instructs the students to write the refined version in the worksheet.
Unit-1: Ekalavya
Period Plan - 15
Discourse based on Reading A
Story writing :
Introduction and Motivaton : Teacher develops rapport with students using informal interaction
and gradually leads to the Discourse Construction - Story writing.
Ex: Good morning children! How are you all doing today? In previous classes we learnt about the
story of Ekalavya in parts. Today let us tell and write his story in our own words. Are you all ready
for it? Good. First let us recollect what we know about the story.
206
Activity-1 : Listening and speaking

Teacher asks the following questions and encourages the students to reply in their
own words. Whenever they use their home language teacher megaphones it into English
and writes the key points on the black board.
1. Who was Dronacharya?
2. Who was Ekalavya?
3. Who were Pandavas?
4. Who was the favourite student of Dronacharya?
5. What did Dronacharya promise Arjuna?
6. What did Ekalavya want Dronacharya to do?
7. Why did Dronacharya not accept to teach archery to Ekalavya?
8. How did Ekalavya learn archery?
9. What did Dronacharya ask as Gurudakshina? Why?
10. What did Ekalvya do?
Activity-2 : Listening and speaking

Features of a story: Teacher draws the attention of the students on the features of a story through
interaction.
Ex: While writing a story we have to pay attention to the following aspects.
1. Where does this story take place?
2. Who are characters in the story?
3. What happens at the beginning?
4. What are the events that follow?
5. How does the story end?
Activity-3 : Discourse construction : Story of Ekalavya

Teacher instructs to discuss within the groups and write the story of Ekalavya in their own
word. They may refer to the key points written on the blackboard in Activity 1.
207

edits it interacting with the whole class.( Pls refer to Primary English teachers’ handbook
Activity-6 : Discourse Presentation (Teacher’s Version)

Teacher presents her version on a chart/blackboard. Students compare it with their version.
Teacher instructs the students to write the refined version in the worksheet.
Unit-1: Ekalavya
Period Plan - 16
Grammar : Nouns and Pronouns
Introduction and Motivaton : Teacher develops rapport with students using informal interaction
and gradually leads to the concepts of Nouns and Pronouns.
Ex: Good morning children! Do you all have friends ? Tell me the names of your best friends.
We all like our friends. We also like some places , animals and things. Tell me the names of a few
places, animals and things.
Activity 1: Listening and speaking
Teacher instructs the students to watch the video of Ekalavya again and identify the names
of persons, places, animals and things mentioned in the story and write them in a table.
208
Ex : Persons Places Animals Things
Dronacharya Forest Dog Arrows
Ekalvya Gurukula Bows
Arjuna Hastinapura
Pandavas
Kouravas
King
Teacher
Activity-2 : Identifying nouns

Teacher explains the concept of nouns and gives the students practice in the same.
Ex : All the words in the table above are used to name persons, places, animals or things. Such
naming words are called Nouns. Now identify all the nouns from the lesson Ekalavya and circle
them.
Activity-3 : Nouns and Pronouns

Teacher explains the concept of pronouns.
Ex : Now you know that naming words are called nouns. Sometimes we use pronouns in place of
nouns to indicate persons, places animals are things.
Ekalavya wanted to learn archery. So, he went to Dronacharya.
Here, in the second sentence, we used the word ‘he’ to indicate Ekalavya. Such words
which are used in place of nouns are called pronouns. Now let’s watch a video to understand nouns
and pronouns better.
https://www.youtube.com/watch?v=OP9-kOCSqY8
Activity-4 : Identifying Pronouns

Teacher gives each of them a news paper cutting and asks them to underline all the pronouns
in the text.
Activity-5 : Matching Nouns and pronouns

Teacher makes the students into two groups. She distributes chits with nouns written to
group N and pronouns to another group P. A Student from group N picks a chit and reads out
the naming word. The students from group P have to identify the chit with the matching pronoun and
read it out. All the students from both the group have to get their turn.
209
Activity-6 :
Complete the activity (Q.No.IV) given in page 12 of your textbook.
Unit-1: Ekalavya
Period Plan - 17
Reading B : School is Fun
Face Sheet
Introduction and Motivation :
“School”.
Ex: Good morning children! (Teacher randomly enquires a few students about their health,
home and other activities. She can make use of students’ home language where required.)
We saw that In olden days, students used to go to Gurukulas to sit under study. But now
we have schools. Do you like to come to school or not? Why? Teacher takes responses from as
many students as possible.

Now let’s open the book at page 15 and see what these children have to say about School.
What is the title? Can anyone read it out for me? Yes. School is Fun? Do you feel the same?
Teacher moves around the class and ensures everybody has opened the book at the exact
page and then poses a few interactive questions in addition to the questions given.
1. How many pictures are there?
2. What do you see in the first picture?
3. Do you like it?
4. What do you like/don’t like in that picture?
5. What do you see in the second picture?
Teacher elicits a few words related to the picture and repeats the elicited words syllabically
and puts them on a chart/BB. If the students reply in their home language teacher megaphones the
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responses into English and writes them on the BB. She may repeat the words syllabically two /three
times)
Ex. students, children, a boy, a girl, reading , writing, addition, subtraction, painting, pottery

Skit:
Teacher makes the students into groups and asks them to prepare and present a skit on
“School” or “Classrom”. They may take the roles of the teacher and students and enact any one
scene of their classroom. They may take the help of the teacher in skit preparation.
Ex: Teacher : Good morning students. How are you today?
Students : Good morning teacher. We are good. Thank you teacher.
Teacher : Why is Gopi absent?
Students : He got fever teacher. He will come tomorrow.
Teacher : Ok. What are we learning today?
Students : Ekalaya lesson .
Teacher : Right.
Activity-4 :
Teacher makes the students into groups and asks them to list all the words they know about
school. The group which comes out with the highest number of relevant words is the winer.
Unit-1: Ekalavya
Period Plan - 18
Stanzas 1 and 2
and leads to the poem “ School is Fun”.
Ex: Good morning children! How are you all doing today? What are the different things you do at
school? Do you enjoy doing them? Teacher takes responses from as many students as possible.
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Teacher conducts a Just A Minute (JAM) session. Teacher makes the students into 4 or 5
groups and one representative from each group talks on “Why I like /dislike my school!”Teacher
writes the key points of each presentation on a Chart.

Teacher asks them to sit in groups and try to read and understand first two stanzas using
the key words and pictures. Teacher instructs them to underline all the words they are able to read
and understand and circle the words they are unable to read and put a star mark to the words /
lines they liked while reading.

1. Do you think the narrator of the poem is a child or a grown up person? Why?
2. What does the English book have?
3. What does the narrator’s friend like?
4. What does the narrator’s brother draw?
5. Who makes pots and toys?

Teacher reads out the poem with proper pause, intonation and rhythm 2 or 3 times. Students
listen to her carefully and repeat after her. Then she randomly asks a few students to read the
stanzas.
Activities-5 : Worksheet-18
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Unit-1: Ekalavya
Period Plan - 19
Stanza 3
and leads to continuation of the poem “ School is Fun”.
Ex: Good morning children! Hope you like coming to school. What are the things you enjoy
doing at school? The poem School is Fun shows us how the children enjoy at school. Let’s recollect
it before going further.

1. What is the poem about?
2. Do you think the narrator is a school going child ? Why/why not?
3. Who are the characters mentioned in the poem?
4. According to the poem, which book has plenty of stories?
5. Does your English book also have plenty of stories?
6. What does the narrator’s friend like?
7. What does his brother likes do at school?
8. What does his sister enjoy doing?
on the blackboard.

Teacher asks them to sit in groups and try to read and understand stanza 3 using the key
words and pictures. Teacher instructs them to underline all the words they are able to read and
understand and circle the words they are unable to read and put a star mark to the words /lines
they liked while reading. Teacher encourages the discussions within the groups for better
comprehension.
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1. Who plucks leaves and flowers?
2. What does she do with them?
3. Do you ever press leaves and flowers between the pages?
4. “Many to do, not just one”. What do you understand by the line?
5. Do you think learning is fun?

Teacher reads out the stanza 3 of the poem 2 or 3 times with proper pause, intonation and
rhythm Students listen to her carefully and repeat after her. Then she randomly asks a few students
to read the stanzas.
Teacher reads aloud the entire poem 2 or 3 times with proper pause, intonation and rhythm
Students listen to her carefully and repeat after her. Then she randomly asks a few students to read
it out.
Activities-5 : Classroom Theatre

Choreography
Teacher makes the students into 3 groups and gives them a few minutes for planning
choreography. (Enacting the poem). The groups have to present the choreography of one stanza
each.
Steps for Choreography:
1. Setting the stage by chorus (Supporting actors who place themselves in away to create the
location)
2. Entry of characters (including the narrator)
3. Enacting the events in the stanza as the poem is being read out aloud by the students or the
teacher.
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Unit-1: Ekalavya
Period Plan - 20
Project Work
and announces project work.
Ex: Good morning children! In previous classes we have seen how the narrator and others
have fun at school. The narrator’s sister enjoyed making clay toys. Do you know we can also make
paper toys. Now let’s make a paper toy as the project work.

Teacher instructs the students to watch the video and speak about it.
https://www.youtube.com/watch?v=R8r30wO1Js8
on the blackboard.
Activity-2 : Making a paper rabbit

Teacher distributes colour papers and plastic scissors to all the students. S/he asks them to
sit in groups and read the instructions given in the text book pg no 16 and 17 and make a paper
rabbit.
Teacher asks the students to discuss in groups and write the steps followed to make
a paper rabbit.
Activity-4 : Presentation
Teacher asks the students to present the project work group wise.
Class 4 - Level 2 - Unit 1 Worksheet No.31
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Class-5
Class-5 - English
Sample Annual/Year Plan:
I) Class: 5
II) Subject: English
III) Total number of working days: 220
IV) Total number of instruction days: 140
V) Expected learning outcomes by the end of the year:
Prioritized learning outcomes from classes 1, 2, 3 & 4
Prioritized learning outcomes from classes 1, 2, 3 & 4
1. Listens and responds to instructions, greetings and follows classroom English
2. Talks about self/situations/ pictures/images in English / home language.
3. Reads and writes words, phrases and simple sentences related to various themes related to his
immediate environment.
4. Sings songs, rhymes and poems with proper expression.
5. Reads and writes simple descriptions, conversations and stories based on pictures given.
6. Asks questions, expresses personal opinions, shares experiences in simple English.
Class 5 Specific Learning Outcomes
1. Acts according to the instructions given, in games/sports, such as 'Hit the ball!""Throw the ring.'
'Run to the finish line!' etc.
2. Recites and shares songs, poems, games, riddles, tongue twisters etc, with peers and family
members.
3. Answers coherently in written or oral form to questions based on day-today life experiences,
unfamiliar story, poem heard or read.
4. Conducts short interviews of people around him e. g interviewing grandparents, teachers, peers,
gardener etc.
5. Uses meaningful grammatically correct sentences to describe and narrate incidents, and for framing
questions.
6. Reads story books, news items/ headlines, advertisements etc. talks about them, and composes
short paragraphs.
7. Reads text with comprehension, locates the details and sequence of events/connects ideas that he/
she has inferred, through reading and interaction, with his/her personal experiences.
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8. Reads print available in the surroundings (advertisements, sign boards, directions, etc.), understands
and answers queries.
9. Writes paragraphs from verbal, visual clues with appropriate punctuation marks and linkers.
10. Writes simple informal letters, messages, descriptions, conversations and a 'mini biography' and
'mini autobiography'.
11. Attempts to write creatively (descriptions, stories, poems, posters, etc.).
12. Writes and speaks on environment, food, transport and social issues etc. and express personal
views.
13. Appreciates either verbally / in writing about variety of food, dress, customs, festivals etc. as read
story books; heard in narratives; seen in videos, films etc.
14. Uses different kinds of nouns, adverbs; differentiates between simple past and simple present
verbs.
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Year Plan - 2022-2023
Week/ Topic / Competencies/Learning
Month Suggestive activities TLM
Days Lesson out comes
Jun 2/10 Bridging 1. Sings songs, rhymes Week 1 Pictures
gap and poems with 1. Rhymes
activity proper expression. 1 Hop a little, jump a little.
Pic 1 2. Listens and responds Talk about the actions in the
to instructions, rhyme
greetings and follows 2. Fingers rhyme
classroom English (Mother finger, Mother Finger
3. Talks about self/ Where are you?)
situations/ pictures/ Talk about family members
images in English / 3. Listen to the music and clap your
home language. hands.
4. Reads and writes Talk about the things the children
words, phrases and like to do
simple sentences 4. Mary Had a Little Lamb
related to various Talk about pets
Week 2
themes related to his
Processing the Picture given under
immediate
Bridging Gap activity for Picture
environment.
description- Pic 1
Jul 3/15 Bridging 1. Talks about self/ Week 1 Pictures
gap situations/ pictures/ Processing the Pictures given under
activities images in English / Bridging Gap activity for description,
home language. conversation and story - Pic 2
Pic 2, 3, 2. Reads and writes
4 words, phrases and Week 2
simple sentences Processing the Pictures given under
related to various Bridging Gap activity for description,
themes related to his conversation and story - Pic 3
immediate
Week 3
environment.
3. Reads and writes Processing the Pictures given under
simple descriptions, Bridging Gap activity for description,
conversations and conversation and story - Pic 4
stories based on
pictures given.
Aug 3/15 Unit 1 1. Talks about self/ Processing Pictures
Let's be situations/pictures/ Week 1 from TB
friends images in English / A Reading Text Charts
home language. Flash
Let's be Friends
Cards
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2. Asks questions, Focus on picture interaction of all the Real
expresses personal pictures related to the story. objects
opinions, shares Week 2
experiences in simple
English. The process of producing descrip-
tions and conversations based on
3. Reads and writes pictures related to the story.
simple descriptions,
conversations and Week 3
stories based on Processing
pictures given. B Reading (poem)
4. Sings songs, rhymes The Best of friends
and poems with Writing about one's best friend.
proper expression.
Sep 3/15 Unit 2 1. Reads and writes Week 1 Pictures
Karate simple descriptions, Processing from TB
Kittens conversations and A. Reading Text
stories based on Charts
pictures given. Karate Kitten
2. Asks questions, Focus on picture interaction of all
expresses personal the pictures related to the story.
opinions, shares Week 2 (Writing Tasks given in TB)
experiences in simple (Page 32, 33)
English. Descriptions
3. Sings songs, rhymes Conversation
and poems with
B. Reading (poem)
proper expression.
Our Kittens
Project Work (Page no 37)
Oct 2/10 Unit 3 1. Reads text with Week 1 Pictures
Together comprehension, Processing Charts
we live locates the details A. Reading Text Flash cards
and sequence of Real
events/connects Together We Live objects
ideas that he/she has Pre-Reading
inferred, through Reading Process
reading and Week 2 (page 44 - 48)
1. Story writing process based on
her personal
pictures given (page 47)
experiences.
2. Recipe of Payasam (page 48)
2. Uses meaningful
grammatically
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correct sentences to
describe and narrate
incidents, and for
framing questions.
3. Attempts to write
creatively
(descriptions, stories,
poems, posters,
recipes etc.).
Nov 1/20 Unit 3 1. Writes and speaks B. Reading (Story) Pictures
Together on environment, The Three Little Rabbits Charts
we live food, transport, Writing process of - Flash cards
types of houses and Real
social issues etc. and Opinion on the play (Page 53) objects
express personal
views.
Nov 3/20 Unit 4 1. Reads print available Week 1 Posters
A Big in the surroundings Processing Pictures
surprise (advertisements, sign Charts
boards, directions, A. Reading Text Flash cards
etc.), understands A Big Surprise Real
and answers queries. Pre-Reading objects
2. Answers coherently Reading Process
in written or oral
form to questions Week 2 (pg no 62 - 67)
based on day-today Processing of letter writing
life experiences,
Week 3
unfamiliar story,
poem heard or read. B. Reading (Poem)
3. Recites and shares Five friendly Farmers
songs, poems,
games, riddles,
tongue twisters etc.,
with peers and family
members.
4. Conducts short
interviews of people
around him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
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creatively
poems, posters,
etc.).
6. Uses different kinds
of nouns, adverbs;
differentiates
between simple past
and simple present
verbs.
Dec 3/20 Unit 5 1. Answers coherently Week 1 Posters
The food in written or oral Processing Pictures
we eat form to questions Charts
based on day-today A. Reading Text Flash cards
life experiences, The Food We Eat Real
unfamiliar story, Pre-Reading objects
poem heard or read. Reading Process
2. Recites and shares
songs, poems, Week 2
games, riddles, Post Reading Process
tongue twisters etc., (Page no 77- 84)
members. Week 3
3. Writes and speaks Follow the transaction process of a
on environment, poem
food, transport and B. Reading (Poem)
social issues etc. and
1. Junk Food Junk Food Go Away
express personal
views. 2. Project Work
4. Attempts to write Assigning roles in groups
creatively
poems, posters,
etc.).
of nouns, adverbs;
differentiates
between simple past
and simple present
verbs.
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Dec 1/20 Unit 6 1. Speaks and writes Week 1 Story
The on environment, Processing books
Witty food, transport and (witty &
Nasruddin social issues etc. and A. Reading Text funny
express personal The Witty Nasruddin stories)
views. Pre-Reading Pictures
2. Reads text with Reading Process Charts
comprehension, Flash cards
locates the details Real
and sequence of objects
events/connects
ideas that he/she has
inferred, through
reading and
her personal
experiences.
Jan 2/10 Unit 6 1. Writes and speaks Week 2 (pg no 92-97) Story
The on environment, (Follow post reading processes books
Witty food, transport and for…) (witty &
Nasruddin social issues etc. and 1. Homophones funny
express personal stories)
views. Degrees of comparison - whole Pictures
class activities Charts
creatively 2. Notice Board -Post Reading Flash cards
(descriptions, stories, Process Real
poems, posters, Individual writing objects
etc.). Group work
3. Reads story books, Presentations
news items/headlines, Teacher's version
advertisements etc. Editing
talks about them, and
composes short Week 3
paragraphs. B. Reading (Story)
4. Uses different kinds Processing the text
of nouns, adverbs; The Clever Jackal
differentiates
Project Work
between simple past
and simple present
verbs.
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Feb 3/15 Unit 7 1. Acts according to Week 1 Pictures
I was the instructions given, Processing Charts
bad at in games/sports, such Flash cards
cricket as 'Hit the ball!' A. Reading Text Real
'Throw the ring.' I Was Bad at Cricket objects
'Run to the finish Pre-Reading
line!' etc.
Reading Process
2. Writes simple
informal letters, Week 2 (pg - 120-124)
messages,
descriptions,
Week 3
conversations and a
'mini biography' and B. Reading (Poem)
'mini autobiography'. Our Legacy
songs, poems,
games, riddles,
tongue twisters etc.,
members.
4. Conducts short
around him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
5. Writes and speaks
on environment,
food, transport and
social issues etc. and
express personal
views.
6. Writes paragraphs
from verbal, visual
clues with appro-
priate punctuation
marks and linkers.
of nouns, adverbs;
differentiates
between simple past
and simple present
verbs.
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Mar 2/10 Unit 8 1. Answers coherently Processing Biographies
Will in written or oral of famous
power form to questions A. Reading Text persons,
based on day-today Will Power Pictures
life experiences, Pre-Reading Charts.
unfamiliar story, Reading Process
poem heard or read.
2. Writes simple informal B. Reading (Poem)
letters, messages, We Shall Overcome
descriptions,
conversations and a
'mini biography' and
'mini autobiography'.
3. Reads story books,
news items/ head-
lines, advertisements
etc. talks about
them, and composes
short paragraphs.
songs, poems, games,
riddles, tongue
twisters etc., with
peers and family
members.
5. Conducts short
around him e. g
interviewing
grandparents,
teachers, peers,
gardener etc.
6. Writes and speaks on
environment, food,
transport and social
issues etc. and
express personal
views.
of nouns, adverbs;
differentiates
between simple past
and simple present
verbs.
225
Class-5
Period Plan - 1
Story time :
Introduction - Good morning students. I hope you all are fine. Have you all enjoyed summer
holidays? How many of you went for a trip in the holidays? What else have you done? Have you
read any stories?
Motivation: Do you like stories? Yes, I know, you all like them. Today I am going to tell you
a story about a tree.
Once there were heavy rain. A farmer's hut was collapsed in that rain. He lost all his
belongings. He took shelter under a Mango tree for two days. When he was feeling hungry he
had only mangoes to eat. When rain stopped he came out but he had no place to live in. He wanted
to cut the tree to build his new hut. He took an axe and went to the tree to cut it. All birds, cows,
ants and a pumpkin plant were watching him. They asked the farmer to stop cutting the Mango
tree. The cows questioned him "Who gave you right to cut the tree?" The birds questioned "Do
you want to destroy our shelter to get a shelter for you?". All the animals and birds shouted at him.
"We are staying here from long time. Where should we go? Do you remember, our loving mango
tree gave shelter for you also? How ungrateful you are! Don’t you have mercy?" After listening
to all, the farmer also became very sad. Now he changed his mind and started planting more mango
saplings. He built his house with bricks. Now all the animals and birds made friendship with the
farmer. They all lived happy together.
Questions
1. What happened to the farmer's hut?
2. How many days did the farmer sit under the mango tree?
3. Why did he want to cut the tree?
4. Who were taking shelter under the tree?
The Teacher elicits answers/words and writes on the BB/chart given by the students.
Activity-1
The teacher will ask the students to read the elicited words written on the BB/ chart
syllabically.
1. hea-vy 3. two-days
2. rain 4. man-go tree
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5. Birds 7. Shel-ter
6. Pump-kin feet 8. Des-troy
Activity-2
Identify the letters in the words given above and write all the letters A to Z in a sequential
order. Now identify the missing letters of alphabet and write them aside.
Activity-3
Teacher instructs the students to identify the first sound of each word and say it aloud one
after the other. The Teacher may also ask the students to say the last and middle sound of the word.
1. heavy 5. Birds
2. rain 6. Pumpkin feet
3. tree 7. Shelter
4. mango 8. Destroy
The teacher asks the students to copy the words in the note books.
The teacher asks the students what they understood about the Mango tree.
Activity-4
The teacher ask the students to do role play the characters in the story. What are the
questions asked by the animals.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity-5
Teacher recipes the following rhyme with action and asks the students repeat after her.
Ma Ma Ma mangoes
Yummy tasty mangoes
Green mangoes, yellow mangoes
It takes two to mango
It’s not just a fruit but the king of the fruit
Growth during the summer and looks so cute
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Period Plan - 2
Bridge Gap Activity : Picture-1
Introduction
Hello...... lovely morning to all of you.
(The teacher enters into the class by tapping the thighs and clapping the hands rhythmically
with a smiling face to draw the attention of the students)
and Says) .....
Before we start our class shall we play a funny game.
The teachers gives instructions and start the game. The Students should take out achit from
a Mysterious Box and do actions accordingly.
Ok! Children ......... let’s have the fun.
After playing the game, the teacher randomly enquires what are the words of action that they
have got in the chits.
Motivation
(Teacher writes something on board and asks)
My dear children! Tell me what I’m doing now? What you are doing?
Well done my dear children. So the teacher explains the concepts that she was teaching
or writing or reading and were listening or speaking.
The teacher also showsthe picture related to actions in pg 1 and asks them...
Now, you got an idea what we are going to learn today? Yes, you are right. Today we
are going to learn one activity based on action words.
Activity-1
(Teacher moves around the class and show the picture and asks them to see and observe
the pictures carefully, later on she passes a few questions?
1. What is the Man doing in the Chair?
2. What is the Old Woman / Grand Mother doing on the floor?
3. What is the boy / brother doing with the hens?
4. What is the Mother doing with Girls hair?
5. What is the old man / Grandfather doing near the table?
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Activity-2
Now, I’m (teacher) going to read out different types of Action words from the picture.
Observe it and listen carefully and see whether you can associate with the picture.
(Teacher read out the Action words at least 2 or 3 times)
Action Words: Sleeping
Combing
Feeding
Ironing
Filling
Folding
Talking etc
Teacher writes the above words on the B.B./Chart
Activity-3
Teacher repeats the elicited words continuously and puts them on B.B/ Chart along with the
students actions. And also explains the importance and need of adding "ing" to action words.
Ex: Comb + ing = Combing
Jump + ing = Jumping
Sleep + ing = Sleeping
Sweep + ing = Sweeping
Fill + ing = Filling
Fold + ing = Folding
Walk +ing = Walking
a) The teacher instructs the children that s/he would read out the words form B.B./Chart
and they have to enact it.
(Ex: The teacher reads out the word sleeping .... then the students should perform the
action).
b) The teacher instructs the students to copy the words from B.B./Chart into their note
books).
The teacher ask and the students to see the B.B / Chart and makenecessary corrections and
then co-relate those key words with the given picture.
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The Students reads out the action words by adding “ing” with proper pronunciation and
spelling along with actions both individually as well as in groups.
Activity-4
Now the tr ask the students to frame questions with ‘who’ for the above elicited words.
Eg. Who is combing?
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Activity-5
1. The teacher shows the picture related to some action words and asks the students
identify the action in the picture.
Ex: Sweeping
Talking
Sleeping
Combing
2. Add “ing” to the following words and write them in the blanks given.
Ex: Talk + ing = Talking

.............................
Walk + ing = .............................
Sleep + ing = .............................
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Period Plan - 3
Introduction
Hello...... lovely morning to all of you. Yesterday we learnt some action words and adding ‘ing’ to
those action words. Now let us recollect those action words. Say the action words with action.
Motivation : Children, you learnt to frame a few questions looking at the picture in the last class.
Let us recollect those questions and write answers for those questions.
Activity-1
Now answer these question to fill in the last column of the above table.
What is the old woman sweeping?
What is the mother combing?
What is the boy feeding?
What is the old man ironing?
What is the girl filling?
What is the boy folding?
What is the girl looking into?
Where is the man lying?
The elicited answers may be written in the last column. The students may be asked to read
the column in the form a sentence.
Old woman Sweeping

Mother Combing
Boy Feeding
Old man Ironing
girl Filling
boy Folding
girl looking
man Lying
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Activity-2
The students may be asked to write the sentences looking at the above table. The students
may be encouraged to make as many sentences as they can make.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity-3
Children now you can write a few sentences looking at the picture, you can also use the
sentences on the BB/chart. Before writing answer these questions:
How will you start describing this picture?
How will you conclude the description?
Now write the description of the picture in your own words
Activity-4
Editing of the description.
Can you give a title to the picture? What would be the title?
Are all the sentences in sequential order?
Do you want to change any sentence?
How would you like to arrange them?
What other changes do you want to do?
The teacher can randomly ask the children to read the description aloud.
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Period Plan - 4
Introduction - Good morning students. I hope you all are fine. Did you complete your work. Let
us recollect what we learnt in the previous class.
Motivation : Yesterday you all understand that if the action is still continuing we add 'ing' to it when
we use it to describe. Now let us listen to a story. If this picture is converted into a story.
It was in the month of May when Rajeev and my sister Leela went to my uncles house to
spend holidays with our younger cousins Kumar. The youngest of all was Suma. As my grand
parents were staying with my uncle, we loved spending time with them. Suma used to fill the big
bucket with water to water the plants. It was the biggest bucket in their house. Kumar was helping
my grand father by folding clothes after they are ironed. I & my sister were guests to them. So
no work was alloted to us. My aunt used comb Leela's hair every day and make beautiful hair
styles. Leela loved the styles a lot. I was always playing with hens feeding them with small seeds.
It was a happy family. They were the happiest people to live with.
Activity-1
l Who went to spend holidays?
l Where did Rajeev and Leela go to spend holidays?
l Who is the younger of all?
l Who is elder to Kumar?
l In what Suma was filling water?
l What was aunty doing while combing Leela's hair?
l How was the hair style?
l How were the people in the family?
The teacher should elicit the answers and write on the BB/chart.
Activity-2
The teacher may show pictures of a ball, balloon, beautiful flowers, tall tree.
Let us look at these pictures. What is that you observe in the above picture?
Allow the children to talk about the picture. If you have to describe one object how will
you do? We use words like big, small, tall etc. When we compare with other objects we use those
words in a different form by adding 'er' and 'est'.
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Activity-3
Say some describing words.
Ex : big, small, pretty, clean
Activity-4
Now add 'er' and 'est' to the words at the end.
Ex : bigger-biggest, smaller-smallest
Activity-5
Do the Level-1 Worksheet-7, Page No. 12, Q.No. I, II and III.

Period Plan - 5
Introduction - Good morning students. I hope you all are fine. Did you complete your work? Let
us recollect what we learnt in the previous class.
Motivation : Children! Who does the whole work in your house? Do you help your parents in
any work? What type of works you do in your house?
Activity-1
Previously, you have observed the picture on page no.1 and tried to make a few sentences
looking at the picture. Now make sentences on your own by using the words given below.
(Sweeping, filling, folding, resting, feeding)
Activity-2
Rearrange the words to make a meaningful sentence. Teacher may give one sentence each
to 4 group after dividing the class.
1. sweeping / Grand mother / is / floor / the.
2. plating / Leela's / mother / hair / is.
3. ironing / table / Grand father / on / is / clothes / the.
4. boy / feeding / is / the / hen.
Activity-3
Make a list of daily routine works that are done at home?
234
Activity-4
The teacher may ask the children to say how they would help their parents at home.
Help Parents
Activity-5
Write 5 works that you do in your house to help your parents.
Ex : I wash my plate
________________________
________________________
________________________
________________________
________________________
Activity-6
Worksheet No. 3, Page No. 8, Q.No. III.
235
Unit-1: Lets Be Friends
Period Plan - 1
Face Sheet
Introduction: 2 min
Greetings: Good morning children! Have a beautiful day
How are you all? Had your breakfast
[Teacher randomly enquires a few students about their health home and other activities. He/
she can make use of student's home language where required]
Motivation : Children do you have friends in your class?
What do you do with your friends?
Do you fight with your friends? Why?
What do you think we are going to study today?
Yes you are right. Unit-1 face sheet. And on which page does it fall. So let us all open
the book at page 5.
[Teacher moves around the class and ensures everybody has opened the book at the exact
page 5.]
Activity-1
Now children you are going to tell me one word each from the picture. The teacher may
write all the words elicited on the BB/chart.
Activity-2
Teacher poses a few interactive questions
1. What is the place you see in the picture?
2. What things do you see in the picture?
3. Who are the people you see in the picture?
4. What are the children standing at the door doing?
5. Can you guess the names of the children?
6. Who is pinching?
7. Who is crying?
[Teacher repeats the elicited words and put them on a chart if the students reply in their home
language teacher Megaphones it into English]
236
Activity-3
Now Teacher may provide them with small slips and ask them to copy the word they like
from the board on the slip and put them into the basket after folding.
Now the Teacher draws 2 circles on the floor and ask each one to come on to the table
take a slip from the bowl and sort it according to the naming word and action word.
Activity-4
Teacher writes the words according to the naming words and action words on the BB/chart.
Then she asks randomly 2 to 3 children to read those action words and then ask them to
add "ing" to the action word and read them. Ex : cry - crying
Activity-5
Looking at the picture
Can you say what is happening?
What must have happened before?
What will happen later when teacher comes?
The teacher should write the responses on the BB/chart.
Ex : Hari is pinching Raghu. All the other children/class fellows are watching them both.
Hari and Raghu must have had a fight. Raghu must have beaten Hari.
The other class fellow will complaint to the teacher and the teacher will punish both of them.
Activity-6
Teacher can start the first line of the story and ask the children to contribute 1 line each to
complete the story.
237
Period Plan - 2
Reading A
Greetings : Good Morning Children! How are you all? I hope all of you had breakfast. In the
last class we tried to say one line each about the story looking at the picture.
Motivation : Now children you can try to tell the story using these hints. The teacher can
encourage as many students as possible to tell their own version of the story.
Children we heard different versions of the story we made up. Now let us listen to the
real story and understand what really happened.
Activity-1
Now I am going to read out a short passage you listen to me carefully and try to relate the
places, characters, events story with the picture.
[Teacher reads out the listening passage of that unit given in the Appendix 1 (rage 127) two
or three times]
Activity-2
The teacher asks the following questions.
1. Why do you think Hari is pinching Raghu?
2. What is Raghu holding in his hand?
3. When do you cry for help?
4. Write your best friend’s name.
5. What hurts you the most?
The teacher may write all the responses on BB/chart.
Activity-3
Children there must be a naught boy/girl like Hari in your class also. Tell about one
such child and what naughty things he/she does in the class. (Chance can be given to as many
children as possible.)
Activity-4
In the previous class we already tried to tell the story looking at the picture in pg.5. Now
let us recollect the same and try to fill in the spaces with suitable words/phrases.
238
One day the school bell rang ___________________________________. All the children were
__________________________. In class V a boy named _____________ was ______________
the other boy named____________________ and then Hari _________________ loudly. All the
____________________________ class were very __________________________. When the
teacher _________________________, the children gave a complaint about Hari to the teacher.
Then the teacher said, "___________________________________. What did you do to Raghu?
___________________crying?" Teacher_______________________. Hari said, "Raghu is blaming
me for no reason". The teacher said, "No, you __________________________. I am going to
______________. Stand in the class until I leave the class".
The teacher may also provide the words and phrases for low proficient learners.
Activity-5
Work sheet no. 16 pg.no. 37 III

Period Plan - 3
Reading A (contd.)
Introduction:
Greetings: Good morning children! How are you all doing today?
Have all of you had your breakfast?
[Teacher randomly enquires a few students to present their work that has been allotted to
them in the previous class.
Ok children today let us look at another picture in pg. no. 6 and discuss.
Activity-1
2. Do you like it?
3. What do you like/ don't like in the picture?
4. Why do you think Hari is pinching Raghu?
239
5. Suppose you were in Raghu's place, would you allow that?
6. Do you want to listen to a story about it?
7. What would the children tell the teacher?
8. What do you think of Hari and Raghu personally?
Activity-2
Now children try to read the text given in pg. no. 6 and try to relate the places, characters,
events story with the picture.
Once upon a time………… for a whole day
Activity-3
1. What is the boy's name?
2. How was Hari?
3. What he loved to do so?
4. What instrument he used to prick people?
5. Why did the children hate Hari?
6. Do you know names of your class mates ?
7. Where did the class go for a picnic?
Teacher may write all the responses on the BB/Chart.
Activity-4
What are the words that you found difficult when you were reading the text. The teacher may
elicit the words and write them on the BB/chart. Using those words, the teacher should make
sentences that fall under their experiential order to make them guess the meaning.
Bruise, prick, tease, hated, picnic
Bruise
I had a big bruise when my hand hit to the door.
He got big blue bruise on the leg when he fell down
When I fought with my friend I got blue and black bruises all over my body.
Prick
She pricked her finger with a pin to remove the thorn.
Please use the pin to prick that potato.
240
Tease
Rajesh started crying when his friends teased him for being fat.
All the friends started teasing him when he was frightened of cockroach.
The boys teased the girls when they lost the game.
Hate
I hate eating bitter guard.
I hate lizards crawling on the walls
She hates being teased.
Picnic
They planned a picnic on Sunday
I want to go on a picnic to relax myself.
The children went to the park for a picnic
Activity-5
Children you have read the story and understood what Hari and Rghu are doing in the class
Observe the picture once again we can understand that Hari is a naughty boy and he
pinched Raghu. What would be the possible conversation between Raghu and Hari after he pinching
Raghu.
Raghu : Help! Help!
Hari :
Raghu :
Hari :
Raghu :
Hari :
Activity-6
Now we saw that Raghu was hurt as he was pinched by Hari. Let us see what are the other
words that denote hurt.
(Teacher repeats the words and puts them on a chart/Black board.
hitting pricking nagging
beating slapping abusing
pinching scolding yelling
shouting
241
Activity-7
Do the worksheet no. 16. Pg. 36 and 37
go - went tease - teased play - played

love - loved do - did is - was
call - called make - made pinch - pinched

Period Plan - 4
Introduction :
Greetings : Good Morning Children! How are you all doing today?
I hope everything is fine with you.
[Teacher randomly enquires a few students about their health, home and other activities He/
she can make use of students home language where required]
Motivation : 5 min
Students what do you think we are going to study today?
Yes, you are right. We continue the interesting title.
"Let us be friends" Now which page we need to take?
Yes Let us take page no. 7
Activity-1
page and then poses a few interactive questions).
1. The children were excited. Why?
2. What did the children get into?
3. Why didn't the children sit next to Hari?
4. Where did Hari sit at the seaside?
5. Where did you go by train?
6. Which picnic spot do you like to go to?
Activity-2
Read the text from "on that day……… and stared in fright." While you are reading underline
the unkown words. If you all have finished reading let me know the difficult words.
242
Activity-3
Key Words:
bright excitement crowded hoarse
arrived grounded nobody fright
isolated sandwiches gingercake
The teacher may use the word in sentences to help the children guess/understand the meaning.
Activity-4
Once again go through the text and try to identify the describing words
Teacher should prepare small chits of the words given below and put them in the bowl. Now
pick the opposite words from the basket and place them opposite to the words given below.
Dark tame boredom cowardly simple none
bright ×
wild ×
excitement ×
brave ×
complicated ×
all ×
Activity-5
Students, now we are going to see how far we understood the meaning of some words from
the text. Now match the word with its meaning for the below words.
Guess A lonely place
Nobody A feeling of great enthusiasm
Isolated Rough and deep sounding
Excitement Estimate
Hoarse No one
It so happened that the class went for a picnic to the seaside for a whole day.
1. Why do you think all the children hated Hari?
2. What do you understand from the previous class?
3. What is the suitable antonym of hate?
4. Where did children go for a picnic?
243
Period Plan - 5
Introduction & motivation : 2 Min
Greetings : Good Morning all of you. God bless you children. Have you had your breakfast?
I hope everything is fine with you. [Teacher randomly enquires a few students about their health,
home and other activities he/she can make use of students home language where required]
Activity-1
We have seen that there are many food items in Hari's lunch box.Before continuing the lesson
let us play a game. You will sit in pairs and ask your partner 3 to 5 questions to guess which food
item you are talking about.
Students what you think we are going to study today?
Yes, you are right. We are continuing the lesson "Let's Be Friends".
Hari was angry. He went to an isolated sandy corner near a rocky pool and sat down by
himself. He took out his lunch and looked at it. Wow! It is a good lunch. There were two hard
boiled eggs, six jam sandwitches, three pieces of bread and butter, a ginger cake and a bar of
chocolate. He would eat it all by himself. He would not offer anything to anyone.
page and then poses a few interactive questions)
Activity-2
Now that you have understood why Hari was not with other children. Let us listen
to the reading of the text by some of our friends. [Teacher instructs some students randomly to
read the text aloud.]
My dear students you have come across the below given words what do they express.
Angry Stared Fright isolated
Angry - feeling or showing strong annoyance or hostility
Isolated - a lonely place
Stared - Looked fixedly or vacantly
Fright - a sudden intense feeling or fear
Do you think Hari has changed? Give reason for your opinion.
244
Activity-3
Nobody took Hari's hand and nobody wanted to sit beside Hari. Did this happen with you
any time? How did you feel at that time? Children now you imagine yourself in Hari's place and
write his thoughts when he was left alone.
What did the others do when Hari behaved badly towards them?
How would Hari react when nobody wanted to sit next to him?
What will Hari do now?
What must be Hari's feelings?
What are his thoughts about his class fellows?
Activity-4
Complete the activity given in pg 10 in the textbook.
Activity-5
Worksheet no. 18 pg.no. 41 Q.no. II

Period Plan - 6
Introduction and motivation : 2 Min
Activity-1
In the last class we have read certain part of the lesson. Now let us see how much
we remember the lesson here are a few sentences for each group. Arrange them in a sequential
order according to the text that you have read. You may refer the textbook if necessary. [The
teacher divides the class into two groups and give each group a set of cards.]
Group-1 set of cards
Once upon a time there was a small boy Hari.
Hari loved to tease all the boys and girls in the school.
Hari used to pinch others and make bruises on them
The other trick he played was pricking others.
All the children in the class hated him.
245
Group-2 set of cards
One day the class went for a picnic to the seaside.
All the children were wild with exitment.
They sat in a train. But nobody sat next to Hari.
Hari was angry he went to an isolated sandy corner.
Hari opened his lunch box. But he did not offer anything to anyone
Activity-2
Hari opened his lunch box. What are the things that were there in the lunch box? Write them
here.
Lunch box
Activity-3
The teacher may randomly ask 4 to 5 students to present the discourse they wrote in the
previous class on "Thoughts of Hari when he was left alone".
Activity-4
Teacher may divide the class into 4 groups and give the task of editing.
Activity-5
Teacher may take up the editing of one presentation and do the editing in the class by
negotiating with the students.
Activity-6
Worksheet 19 pg. 43 Q.No. III
246
Period Plan - 7
Activity-1
In the previous class, we have read certain part of the lesson. Let us recollect the
lesson from the beginning. Each one of you will say one sentence, until the last line that we
have read. [The Teacher may begin by saying the first sentence.]
Once there was a boy named Hari……. Hari turned around in fear.
Activity-2
Now Teacher ask the following questions and elicits the responses.
1. Why was Hari alone?
2. Why was he frightened?
3. What do you think he saw?
The Teacher may write the responses on the BB/chart.
Activity-3
Now let us seen what really happened in the story. Read the text from Hari saw a………
pinching and pricking. Underline the words that you find difficult to understand.
Activity-4
Teacher will elicit the words that the students couldn't understand and write them on the
board. Then the teacher may divide the class into 4 groups and ask them to match the pictures with
the words.
Monster
Crab
Claw
Pincers
Yelled
247
Lobster
Crawl
Try to match them with the picture cards. All the four groups may present their version. The
teacher may check and reset the matching after the presentations are over by negotiating and
explaining the word.
Activity-5
Underline the words that end with 'ly' in the paras that you in pg. 8
Ex : Pleasantly, heavily
Can you find any other words in the previous paras?
Why are these words used in the para? Yes these words are used to tell us how the actions
took place. Now let us see more words where we can add 'ly' to them
Add 'ly' to the words given below.
Strong -
Quiet -
Slow -
Quick -
Hard -
Bad -
Activity-6
Page No. 13 Q.No. II (1, 2)
248
Period Plan - 8
Introduction : 2 Min
Motivation : Previously, we read certain part of the lesson. Let us quickly recollect what we have
read by answering these questions.
1. What did Hari see?
2. Where did the crab come from?
3. Where did the crab nip Hari?
4. "Ah, here is my good cousin" who said these words?
5. Who is the cousin in the passage?
6. Why did Hari yell in pain?
7. Did you ever get prick by anything? If yes, when and by what?
The teacher should elict answer for the above questions and write them on the BB/chart.
Activity-1
Read page 8 'Don't you like it?.... any one, any more." Underline the difficult words that
you come across by reading the given text.
Champion surprise leapt feast tears streaming
The teacher should make two to three sentences to help the children get the meaning of the
difficult words.
Champion
He is a swimming champion.
The champion receives gold medal.
P.T.Usha is a running champion.
Surprise
My brother surprised me with a gift.
I was surpised to see my parents in the school.
Leapt
The tiger leapt on the cow.
Ramya leapt two feet at a stretch.
249
Feast
My friend invited me for a feast.
Many food items were served in the feast.
Tears
When I lost my pen my eyes were filled with tears.
Raghu's eyes was full of tears when Hari pricked him.
Streaming
The rain water streamed down the mountain.
The water from the fountain streamed deep into the forest.
Activity-2
Divide the class into four groups. Each group should say five action words from the text
they read.
go come sit turn hate begin see shake nip stare happen
play tease call jump want crowd boil look open
Activity-3
Add 'ed' for the given action words. The teacher may help the students if they are unable
to write the past form.
go come sit turn hate begin see shake nip stare happen
play tease call jump want crowd boil look open
* Now round the words that do not go by adding 'ed'.
* Ex : goed comed sited begined seeed
Activity-4
These words sounds odd when 'ed' is added. As they are irregular verbs, they become
different words when denoted in the past.
go - went come - came sit - sat begin - began see - saw
Activity-5
Worksheet No. 21 Q.No. II.
250
Period Plan - 9
Motivation : In the previous class we have completed reading the text.
Did you ever read any notice board at public places?
What instructions did you read?
How are these instructions helpful to you?
Activity-1
Let us read the instructions given in Page No. 14 from the textbook.
Activity-2
After reading the notice in Page No. 14 try to complete the worksheet.
Activity-3
You have read the notice board on the sea shore. If we want to keep our surroundings clean
what should we do and what we shouldn't do? You may use the following hints to write the notice
board in the park.
What do we see in the park?
How should we take care of the plants/trees?
How can we take care of the park to look beautiful?
Should we throw the waste/eatables in the park? Why?
Activity-4
Worksheet No. 26, Page No. 60, Q.No. II.
251
Period Plan - 10
Motivation : Children we have learn how to write a notice board.
Shall we play a game? There are a few slips in this box. You may pass the box when
the music is played. When the music stops you have to take a slip and read it out. [The teacher
may play the music and start the game. When the children read the slip the teacher has to write
the word on the Black Board / chart.]
sun orange moon banana carrot umbrella
egg dog book basket
Today we will learn the use of articles i.e. a, an and the. To understand this let us look at
the sentences given below.
1. Hari saw a monster crab.
2. Hari put out his hand to shake the crab's claws.
3. On that day, the sun shone bright...
In sentence (1) 'a' is used before monster crab. Because the crab is one among the other
crabs in the sea.
Where as in sentence (2) the is used before crab. Because it is denoting that particular crab.
Hence 'a' is used when it is in a group/one among others but single.
'The' is used to denote when it is unique/particular. 'An' is used if the word begins with a
vowel (a, e, i, o, u) / vowel sounds.
Activity-1
Use a, an or the to the words given below :
___sun ___orange ___moon ___banana ___carrot ___umbrella
___egg ___dog ___book ___basket
Activity-2
Complete the activity given in page no. 12, Q.no. I
Activity-3
252
Complete the activity given in page no. 13, Q.no. II.
Activity-4
Worksheet No. 23, page no. 53, Q.no. II
Activity-5
Worksheet No. 23, page no. 54, Q.no. III

Period Plan - 11
Motivation : Children, we have learnt how to use 'a', 'an' and 'the'. Today before starting the
lesson let us reflect on these questions.
Did you fight with your friends? Why?
What did you do after fighting with them?
Did you go to them and explain your problem?
What was the reaction of your friend?
The teacher may have discussion on the above points / questions.
Activity-1
Children we have read that no body sat next to Hari. Nobody played with Hari in the picnic.
After reaching home Hari thought of what had happened to him at the end of the picnic. Write down
his thought.
Page No. 15 from textbook.
Activity-2
After reflecting on the thought of Hari decided to meet Raghu and ask for forgiveness. So
Hari went to meet Raghu at his house. Now write the possible conversation between Hari and
Raghu.
Who will speak first?
253
What will Hari says?
How would Raghu reply?
Textbook Page No. 16, III.
Activity-3
Divide the class into 4 groups and ask each group to present their version of the conversation
to the class.
Activity-4
Editing of conversation
Teacher may select one group conversation and present it to the whole class. Teacher may
take up editing process in detail in negotiation with students.
Activity-5
Children may complete the refined version in the workbook. Worksheet No. 22, page no.
51, Q.No. I.

Period Plan - 12
Activity-1
Children do you all have best friends? Now let us play a game called 'Passing the
Ball'.
Passing the Ball : When the music is played the ball will be passed among the children in the class
sitting in a circle. When the music stops the child who holds the ball will say his best friend's name
and two good qualities and two bad qualities of his friend.
Activity-2
Read the poem 'The best of friends' of the first two stanzas. What do you observe in the
pictures in page 18.
254
The teacher may discuss about the pictures in page 18. After reading the first two stanzas
teacher may takeup discussion of the following questions.
What can a friend do when you feel down?
Who can understand your little trials?
What will the friend do when you face any problem?
What type of a person would be your best friend?
Activity-3
Worksheet No. 31, Page No. 69, Q.No. I
Activity-4
Collect / write a few quotes on friendship.
Activity-5
Worksheet No. 30, Page No. 68, Q.No. III

Period Plan - 13
Motivation : Children we have read a part of the poem 'The best friends'. Now let us recollect
the two stanzas. The teacher may ask children randomly to read the first two stanzas of the poem
loudly to the whole class. After the students, the teacher may read the poem in proper rhythm to
the class.
Activity-1
Teacher asks the children to read the third and fourth stanzas of the poem and underline the
difficult words from all the stanzas.
Activity-2
Difficult Words :
frown trials lend secret worth
255
Teacher may frame two to three sentences to make the children sense/guess the meaning of
the words on their own.
Frown
My father has a frown on his face when he is angry.
When I focus on a particular object a frown appear on my face.
Trials
We make many trials in our life.
Make every trial with confidence.
We need strong will power to continue our trials.
Lend
Can you please lend me your pencil?
Ravi asked me to lend some money to the shopkeeper.
Please lend me your bike to go out.
Secret
I share my secret with friends.
Keeping a secret make us unhappy.
This is a top secret between us.
Worth
These dresses worth more than Rs.500/-.
Your happiness and peace worth more than gold.
Activity-3
Answer the following questions in textbook in page no. 19, Q.no. I
Activity-4
Worksheet No. 30, page no. 68, Q.no. II & III.
Activity-5
Write a few sentences about your best friend.
256
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Subject Experts & Editing

State Council of Educational Research Training,

V. Latha Madhavi, K. Aishwarya Laxmi,

T. Nandakishore, Consultant, B. Vishal Naidu, Consultant,

Teachers can discuss these plans in school complex meetings, conduct

We believe that 'Tholimettu' program will be a milestone in the advancement of

Mrs. M. Radha Reddy,

Samagra Shiksha, Telangana

♦ Eswar Gokul Voolla

1. Guidelines for Teachers 1

Guidelines for Teachers

Sep 13 1 UNIT 1 Names familiar Association of Face sheet Textbook,

9 UNIT 1 Talks about the Listens to the narra- Pages 8, 9 Textbook,

18 UNIT 1 Recites simple Reciting the rhyme. Page 18 Textbook

Dec 23 51 UNIT 4 Names familiar Listens to the narra- Page 54 Textbook,

58 UNIT 4 Writes words Parts of the body. Page 61 Textbook,

65 UNIT 4 Recognises the Read and Copy. Page 68 Textbook

74 UNIT 5 Listens in english Gives one word Page 79 Textbook

84 UNIT 5 Names the Listens to the narra- Page 74 textbook

94 UNIT 5 Sings song/rhyme Sing and Dance. Page 87 Textbook

97 UNIT-6 Names the Rules of different Face sheet Textbook,

Face Sheet (page-1)

Activity-2 : Colour the Picture

Ammu, a little girl (pages 2 and 3)

(Follow the process as suggested earlier)

Doggy : Bow, wow.

l Give them enough time to read.

l Can you say the number?

Processing the picture

 Let children guess the exchange between Ammu and Bittu.

Guess the name

"What's your name?" Do you know what the squirrel said?

l How did Ammu ask the squirrel's name?

l What did Bittu say?

Elicit free responses and write them on chart-3

l Are you not surprised to see a squirrel speaking?

l How did Ammu ask the squirrel's name?

l What did Bittu say?

b) Writing on the chart.

Elicit free responses.

l Ammu wanted to keep Bittu with her.

l What will Ammu say now?

l What will Bittu say to Ammu?

l What is Ammu saying to the squirrel?

l What will Bittu say to Ammu?

 Let children guess the exchange between Ammu and Bittu.

Ammu: Will you stay with me?

 Call two children to the front.

Bittu has agreed to stay with Ammu. Ammu is happy now.

Bittu felt happy looking at Ammu's family. He wanted to know their

(Follow the process as suggested in the earlier page)

l Who are they?

The focus of this activity is to build up vocabulary related to family. Encourage

l Who has grandfather?

l What do you call the sister of your father?

Allow them to say in their mother tongue.

Let children guess the exchange between Ammu and Bittu.

Let children guess the exchange between Ammu and Bittu.

Call two children to the front.

Let them display the best ones from each group.